Special Education Report & Next Steps for

Transcription

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

2 HWDSB Special Education Report & Next Steps for Report on Special Education Programs and Services Additions/ Changes to Programs and Services for Page A: Special Education Programs and Services 1. Model for Special Education 5 2. Identification, Placement, and Review Committee (IPRC) 8 3. Special Education Services Provided by the Board Individual Education Plans (IEP) Special Education Staff Specialized Equipment Transportation for Students with Special Education Needs Transition Planning 63 B: Provincial Information 1. Roles and Responsibilities Categories and Definitions of Exceptionalities Provincial and Demonstration Schools in Ontario 78 C: Other Related Information Required for Community 1. The Board s Consultation Process The Special Education Advisory Committee (SEAC) Early Identification Procedures and Intervention Strategies Educational and Other Assessments Coordination of Services with Other Ministries or Agencies Specialized Health Support Services in School Settings Staff Development Accessibility (AODA) Parent Guide to Special Education 94 2

3 D: Additional Information: 1. Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals, and Paraprofessionals (PPM 149) posted on school board website. 2. Special education is included in our ongoing self-improvement with respect to the Board Improvement Plan for Student Document: Format: Please indicate the URL of the document on your website (if applicable) Special Education Report / Plan Parent Guide to Special Education Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals, and Paraprofessionals (PPM 149). Board Website Electronic file Paper copy Board Website Electronic file Paper copy Board Website Electronic file content/uploads/2012/07/special- Education-Report-1213.pdf content/uploads/2012/07/parent- Handbook-English.pdf hing-working-relationships-with- Third-Party-Professionals- Paraprofessionals-Directive.pdf Name of the Director of Education: Dr. John Malloy Signature of the Director of Education June 2014 Date 3

4 Hamilton-Wentworth District School Board Special Education Report Table of Contents Section Content Page Special Education Programs and Services 1 Model for Special Education 5 2 Identification, Placement, and Review Committee Process (IPRC) 8 3 Individual Education Plans (IEP) 16 4 Special Education Services Provided by the Board 18 a) Program Strategy 19 b) Early Identification Procedures and Intervention Strategies 20 c) K-2 Strategy 22 d) Tier 2 and 3 Interventions 24 e) System Programs and Section 23 Partnerships 42 f) Program Locations 45 5 Special Education Staffing st Century Learning: Assistive Technology 59 a) Special Equipment Amount (SEA) 59 b) System Alignment 60 7 Transportation for Students with Special Needs 61 8 Transition Planning 63 9 Positive School Climate: Integrating Equity, Inclusion, Safe Schools, & Mental Health 65 Provincial Information 10 Roles and Responsibilities Categories and Definitions of Exceptionalities Provincial and Demonstration Schools in Ontario 78 Other Related Information 13 Educational and Other Assessment Methods Medical / Health Supports Accessibility Consultation Process Hamilton-Wentworth District School Board Special Education Advisory Committee Working Together: A Guide to Special Education and Student Services 94 4

5 1. Model For Special Education Supports and Services The Board provides a spectrum of special education supports and services for students. This spectrum includes both in-school as well as itinerant support, short-term intervention services, and placements in regular class, special class and at Glenwood Special Day School. The Board endeavours to meet the needs of all students accessing Special Education/Student Services supports in the most enabling environment, in accordance with parental preference. The Board s practice, consistent with the Ministry direction is that, wherever possible, special learning needs are addressed within the home school. Continuous evaluation and assessment is an integral part of educational programming for all students. Monitoring progress, reviewing program interventions, and making changes in instructional practices that result in increased student achievement are the hallmarks of Special Education/Student Services. Many professionals, including classroom teachers, early childhood educators, itinerant teachers, special education teachers, educational assistants, school administrators, special education consultants, speech-language pathologists, kinesiologist, psychoeducational consultants, social workers, and system special education teams provide services to assist schools to meet the needs of all students, and in particular those with special education needs. In addition, the Board works collaboratively with many community partners in the provision of services for students. Strategic Directions Hamilton-Wentworth District School Board has established the following Strategic Directions: Vision All Students Achieving Their Full Potential Mission Providing relevant, responsive education so that each student becomes a lifelong learner and contributing citizen in a diverse world. Values Respect, Creativity, Excellence, Citizenship Achievement Matters HWDSB will prepare all elementary students to be ready for success at the secondary school level. HWDSB will provide all secondary students to be ready for success in their chosen pathway; apprenticeship, college, community, university or workplace. HWDSB will prepare all adult students to be ready for success in their chosen pathway; apprenticeship, college, community, university or workplace. Engagement Matters HWDSB will achieve high levels of student engagement in our schools. HWDSB will achieve high levels of parent engagement in our school communities. HWDSB will maintain and strengthen collaborative relationships with employee groups. HWDSB will maintain and strengthen collaborative relationships with community partners. Equity Matters HWDSB will ensure equitable resource allocation to schools, staff and students. HWDSB will ensure that our diverse learners receive the appropriate programming and support to achieve their full potential. 5

6 HWDSB will provide safe, inclusive and respectful learning environments for all staff and students. Special Education/Student Services Shared Beliefs The Special Education/Student Services Department hold the following shared beliefs: All students can succeed. All classes can and should offer differentiated and engaging forms of instruction. The majority of students with special education needs can and should have their needs met in a regular class environment in their home school. Successful instructional practices are founded on evidence-based research, tempered by experience. Each student has his or her own unique patterns of learning and as such assessment and instruction should be tailored to the student s particular learning and motivational needs. Success for all students occurs when teachers know their students, know where their students are and where they need to go in their learning, and know how to get them there. Successful plans, programs, and/or services for many students with special needs require a shared responsibility between schools, families, and community agencies/partners. Special Education/Student Services supports are focused on closing achievement gaps, raising the achievement bar, and nurturing the wellbeing of students. Inclusion and equity is provided through a spectrum of services (regular class, at-risk student intervention, self-contained setting with individualized and consultative integration). Special Education/Student Services supports are administered in a manner that respects the student s right to privacy, dignity, and cultural sensitivity. Special Education/Student Services supports are based on the principles of acceptance and inclusion of all students, such that students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected. Fairness is not sameness. Instructional Practices In HWDSB, instruction that can respond to a group of students and yet can also be tailored to the unique needs of students with particular needs is encouraged, based on the principles of three related instructional approaches: Universal Design using teaching strategies or materials that address the special needs of a specific student or students, but are also of benefit and appropriate for all students; Differentiated Instruction adapting instruction, materials, and assessment methods to suit the differing interests, learning styles and abilities of students; and The Tiered Approach to Prevention and Intervention employing a systematic approach to assessment, instruction, and appropriate interventions to respond to individual needs. The tiered approach facilitates the early identification of students experiencing difficulty which can lead to appropriate and timely interventions. It includes three distinct levels of interventions: Tier 1: whole class level instruction employing evidence-based instructional practices; Tier 2: targeted small group or individual intervention; and Tier 3: intensive intervention for individuals or small groups. The tiered approach acknowledges the expertise of in-school personnel in addressing student needs, yet also includes the provision of support from system personnel and community partners. Although it appears sequential in nature, the progression through the tiers is fluid. Students can move about tiers as determined by assessed needs and individual responses to intervention. Each 6

7 tier varies with respect to its focus, its assessment and evaluation methods, its level of response or intervention, and its avenues for supports. The following diagram illustrates the HWDSB Annual Operating Plan and Strategic Directions. The full Plan is available at 7

8 2. Identification, Placement, and Review Committee (IPRC) Informal Approaches To Solving Problems Many informal processes can be put in place as soon as concerns/needs are identified. These can include a variety of different strategies based on information gathered regarding a child s specific needs, interests, and learning style. When parents/guardians identify that their child has special education needs or is experiencing difficulty learning, the first step is to talk with the classroom teacher. The teacher, in collaboration with the support services available at the school, will endeavour to help the student reach his/her full potential. For children who have needs that require additional support, a team is often formed to develop a plan. The School Resource Team can vary depending on the identified needs, but is made up of persons with various types of expertise. This team works collaboratively to determine the best program and teaching strategies for the student. The team may include: School staff (principal, vice-principal, learning resource teacher (the Special Education teacher assigned to your school), classroom teacher(s), educational assistant(s)); System staff (speech-language pathologist, psychoeducational consultant, special education consultant, social worker, special assignment teacher); Community partners (Community Care Access Centre (CCAC) manager, community agency representative). The team works with parents/guardians to support the student through collaboration, consultation, and the sharing of information in order to identify appropriate interventions and strategies. The active involvement of parents/guardians is encouraged as it enhances the effectiveness of the team. Parents/guardians provide insights and observations which may help in assessing a student s skills and identifying his or her interests. The team may decide to proceed to an Identification, Placement, and Review Committee (IPRC), to determine if the student meets criteria to be identified as exceptional. An exceptional pupil is defined as a pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program. A special education program, in respect of an exceptional pupil, is defined as an educational program that is based on and modified by the results of continuous assessment and evaluation and that includes a plan containing specific objectives and an outline of educational services that meets the needs of the exceptional pupil. A special education program can be provided in a variety of settings, including a regular class or a self-contained special education class. Special education services are defined as facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program. The Identification, Placement, and Review Committee (IPRC) Regulation 181/98 of the Education Act requires all school boards to set up Identification, Placement and Review committees. The purpose of the committee is to determine if a student should be identified as an exceptional pupil and states the exceptionality and the appropriate 8

9 special education placement that will best meet the student s needs. The Committee is composed of at least three people. One member will be either a supervisory officer or principal who acts as chairperson. Two or more members could include another principal, a vice-principal, a learning resource teacher (LRT), a special class teacher, or a special education consultant. The Committee will decide: Whether or not the student should be identified as exceptional; Identify the areas of the student s exceptionality; and Decide an appropriate placement for the student. After the initial meeting, the identification and placement are reviewed by an IPRC at least once per school year. IPRC Process The IPRC process, as per Regulation 181/98, is as follows: a) Informing Parents of the IPRC Process No later than 30 days prior to the date of IPRC meeting, the student s home school is notified of the date, time and location of the meeting. At least 10 days in advance of the meeting, through the school, the parents/guardians of the student will receive written notification of the meeting. If the notification of meeting is sent by mail, it must be mailed at least 17 days prior to the meeting date. If the parents/guardians are not able to attend a scheduled meeting, they should contact the school principal to discuss the possibility of an alternate date or time. In addition to the notification of an initial IPRC meeting, the parents/guardians of the student are to receive the HWDSB parents guide (Working Together: A Guide to Special Education and Student Services) in the appropriate format. The handbook is available on the HWDSB website in several languages. b) Parent /Guardian Involvement The school will provide the parents/guardians with a copy of any information that will considered by the IPRC. The parents/guardians will be invited to attend and participate in all committee discussions and decisions, and have the right to request the attendance of others at the IPRC meeting. c) Gathering Information Upon making the decision to proceed to an IPRC meeting, the school begins gathering information for the IPRC to consider in making its decision. Information gathered may include: The student s educational background; The Individual Education Plan (if one has been previously developed); Any previous system meeting or IPRC documentation; Parent information form; Medical or outside agency reports, as appropriate; Standardized test/reports; Curriculum-based assessment, diagnostic tests and checklists; Report cards; Work samples; and 9

10 Statement of strengths and needs. d) Identification The IPRC will issue a written Statement of Decision which will state: Whether the committee has determined that the student should be identified as exceptional; and The specific exceptionality/exceptionalities as per Ministry definitions and Board-approved criteria. e) Statement of Strengths and Needs The Statement of Strengths and Needs should: Include individualized statements addressing academic, social/emotional and/or physical needs; Be completed in draft form by the referring school with parent/guardian and/or student input; Be included in draft form in the IPRC referral package; Be reviewed in its draft form at the IPRC meeting; and Be revised at the IPRC meeting, if necessary. f) Recommending Placement The IPRC shall, before considering the option of placement in a special education class, consider whether placement in a regular class, with appropriate special education services, will meet the student s needs and is consistent with the parent s/guardian s preferences. If, after considering all of the information, the IPRC is satisfied that placement in a regular class would meet the student s needs and is consistent with the parent s/guardian s preferences, the IPRC will decide in favour of placement in a regular class (Reg. 181/98 s.17). If, after considering all of the information, the IPRC is satisfied that placement in a special education class would meet the student s needs and is consistent with the parent s/guardian s preferences, the IPRC will decide in favour of this placement. The decision of the committee, and the reasons(s) for the decision, will be written on the Statement of Decision form, issued by the committee. g) Annual Review Meetings A Review IPRC meeting is to be held at least once in each school year unless the parent/guardian of the student gives a written notice dispensing with the annual review to the principal of the school at which the special education program is being provided. A Review IPRC considers the same information as an Initial IPRC. The committee will review: The progress the student has made in relation to the Individual Education Plan (IEP), with written permission of a parent/guardian; The placement and identification and decide whether they should be continued or whether changes should be made. h) Requests for Reviews A review IPRC meeting may occur if a parent requests, in writing, for a review or if the principal of the school gives written notice to the parents regarding a review. Such requests may be made at any time after a placement has been in effect for three months, but may not be made more often than once in every three month period. (Reg. 181/98 s.21(2)). 10

11 i) Communicating the IPRC Decision As soon as possible after the IPRC meeting, the chair shall send a copy of the Statement of Decision to: The parent/guardian; The student, if he/she is 16 years of age or older; and The principal of the school that made the referral, for inclusion in the student s Ontario Student Record (OSR). j) A Guide to Special Education and Student Services The parents guide, Working Together: A Guide to Special Education and Student Services), is a document that schools provide to parents/guardians before an IPRC meeting, or at any time, in order to provide parents/guardians with information regarding HWDSB services, and information about the Identification, Placement, and Review Committee (IPRC) process. The document is available on-line k) Process for Resolving Disputes Throughout the entire IPRC process, schools work with parents/guardians to resolve any disputes. The principal is responsible to ensure that parents/guardians understand their rights, that they have a copy of the parents guide Working Together: A Guide to Special Education and Student Services), and that any concerns are addressed in an atmosphere of cooperation and respect. A special education consultant, the Principal of Special Education, the school s Supervisory Officer and the Superintendent with responsibility for Special Education are available to assist both schools and parents/guardians with the process for resolving disputes. The Ministry document, Shared Solutions, may also help all parties to resolve issues that arise. l) Pre-Appeal Process If the parents/guardians agree with the IPRC s determination, they will be asked to indicate, by signing their name(s) that they are in agreement. If the parents/guardians do not agree with the decision, they have 15 days following receipt of the decision to give written notification to the Secretary of the Board. The following steps will be offered to parents/guardians in the event that they wish to consider an appeal of the IPRC decision regarding exceptionality and/or placement: The Chair of the IPRC will offer to re-convene the members of the committee so that the parents/guardians can share their concerns. If this meeting is requested, it will occur prior to the dates for the formal appeal process as outlined in Regulation 181/98. If the parents/guardians are satisfied with the results of this meeting, the process leading to an appeal will end at this point. If parents/guardians are not satisfied with the results of the meeting, or do not wish to have this meeting, the Board will offer the parents/guardians an opportunity to discuss their concerns with an impartial mediator who has no previous knowledge of the case and who has a background in special education. The Chair of the IPRC will coordinate this meeting. The Board will pay the expenses of the mediator. If the parents/guardians wish to have this meeting, it will occur prior to the dates for the formal appeal process as outlined in Regulation 181/98. 11

12 If parents/guardians are satisfied with the results of the meeting with the mediator, this mediation process is complete. If parents/guardians are not satisfied with the results of the meeting with the mediator, or do not wish to have this meeting, the appeal process as described in Regulation 181/98 will begin. m) Appeal Process Regulation 181/98 If the parent/guardian does not agree with the IPRC decision, a written notice of appeal may be filed with the Secretary of the Board within 30 days of the original decision or within 15 days of receiving the decision of a review meeting. This notice of appeal must indicate the decision with which the parent/guardian disagrees and must include a statement explaining why they disagree. The appeal process involves the following steps: The Board will arrange for a special education appeal board to be established to hear the appeal. The appeal board will be composed of three people: one member selected by the Board; one member selected by the parents/guardians of the student; and a chair, who is selected jointly by the first two members. If those two members cannot agree, the appropriate district manager of the Ministry will select a chair. The first two selections shall be made within 15 days of the Board receiving notice of appeal. The Chair shall be selected within 15 days of the first two members being chosen. Members of the appeal board may not have any prior knowledge of the matter under appeal. The Chair of the appeal board will arrange for a meeting, which will be conducted in an informal manner, to take place at a convenient time and place within 30 days of his/her selection unless written consent is received from both the parents/guardians and the Board agreeing to a later date. The Chair may invite to the meeting anyone who can contribute information with respect to the matters under appeal. The appeal board shall make its recommendation(s) in writing within 3 days of completing the meeting, stating whether it agrees or disagrees with the original IPRC decision, make recommendations about the pupil s identification and/or placement and give reasons for its decision and recommendations. The board shall provide written notice within 30 days indicating what action it will take after considering the appeal board s decision and recommendations. Parents/guardians may accept the appeal board s decision, or, if they do not accept the appeal board s decision, they may file a written request for a Special Education Tribunal. 12

13 IPRC Roles and Responsibilities a) Before the IPRC Meeting: Participant IPRC Chair IPRC Committee members Special Education / Student Services Personnel Home School Personnel Parents /Guardians Role / Responsibility Review IPRC referral package for completeness. Ensure that committee members have received or had access to relevant documentation. Be familiar with referral package information and other relevant documentation. Review and understand IPRC procedures and requirements as well as pertinent legislation (Regulation 181/98). Review internal and external assessment reports that address student s needs and/or that provide diagnoses. Assist schools with the preparation of required documentation for IPRC referral package. Consult with school in regard to student s profile, as it pertains to specific identification criteria. Determine responsibilities of school personnel (principal, vice-principal, LRT, classroom teacher, etc.) Discuss and problem-solve issues for student with input from parents/guardians, Special Education/Student Services personnel, school staff, and involved outside agencies. Allow sufficient time to implement and review recommendations and/or interventions. Collaboratively discuss appropriateness of IPRC referral with all stakeholders, including review of pertinent assessments. Dialogue with parents/guardians and student regarding rationale, process and possible outcomes of IPRC referral and meeting, including discussion of parent/guardian rights. Ensure that parents/guardians receive and understand the parents guide Working Together: A Guide to Special Education and Student Services, as well as their copy of IPRC referral package. Prepare and submit IPRC referral package in accordance with established timelines and Board procedures. Invite parents/guardians (and student 16 years of age or older) to the meeting, within required timelines. Invite support staff and any other personnel required for IPRC presentation. Provide information and required documentation to the home school. Review the IPRC information in the parents guide, Working Together: A Guide to Special Education and Student Services prior to the meeting and direct any questions to the home school. 13

14 b) During the IPRC Meeting: Participant IPRC Chair IPRC Committee members Special Education / Student Services Personnel Home School Personnel Parents/Guardians Role / Responsibility Set welcoming and invitational tone for entire IPRC. Clarify understanding of IPRC meeting. Set and enforce timelines/order for presentation. Invite other committee members to ask questions of school, parents/guardians and support staff. Review Identification Criteria and other relevant processes, as appropriate. Facilitate a decision-making process among committee members that occurs in the presence of all attendees. Seek consensus; if consensus not attained, then majority rules. Ensure that appropriate paperwork is completed and understood by parents/guardians. Ensure that requirements of Regulation 181/98 have been followed. Assist in facilitation of IPRC process at direction of Chair. Ask questions of any attendee in order to clarify information presented and/or further ascertain student s strengths and needs. Suggest recommendations re: student s strengths and needs. Participate in decision-making process. Assist in completion of IPRC paperwork at direction of Chair. Provide the committee with information related to test results, student s strengths and needs, programming recommendations, and relevant diagnoses as documented in assessment reports. Respond to questions from committee members and other participants. Participate in discussion regarding student s strengths, needs and programming strategies. Assist in finalization of Statement of Strengths and Needs. Make brief, timed presentation to IPRC committee to highlight pertinent information to support identification and/or placement criteria and discuss student s strengths and needs. Presentation should also provide overview of current program including discussion of current IEP. Address any questions from committee. Include parents/guardians and student as active participants during presentation. Provide input concerning the student s strengths, needs, and suggestions regarding programs. Make inquiries during the meeting and answer questions of the IPRC committee. Consent (or do not consent) to the identification and placement determinations. 14

15 c) After the IPRC Meeting: Participant IPRC Chair Home School Personnel Parents/ Guardians Role / Responsibility Collect extra copies of IPRC documentation and ensure that they are shredded. Follow-up with Special Education Services regarding placement, if placement decision is special class. Inform home school principal of type and location of class, or of student s status on Awaiting Placement list, as appropriate. Facilitate appeal process if initiated by parents. Follow-up on required IPRC documentation, ensuring that originals are maintained within student s OSR, and copies sent to parents/guardians. Implement program as per IPRC decisions and recommendations. Initiate transition process, if applicable, with receiving school, make transportation arrangements, if necessary, and participate in an intake meeting with receiving school to promote a successful transition. Initiate pre-appeal or appeal process as outlined in Regulation 181/98 if not in agreement with the IPRC decision. 15

16 3. Individual Education Plan (IEP) In September 2000, the Ministry of Education released the policy document Individual Education Plans: Standards for Development, Program Planning, and Implementation In 2004, an additional document entitled The Individual Education Plan (IEP): A Resource Guide was made available to schools. The purpose of these documents was to improve the consistency and quality of program planning for students who are receiving special education programs and services. The standards are also intended to help improve communication with parents/guardians about how their child will progress through the Ontario curriculum and about how that progress will be monitored. Individual Education Plans An IEP is a written plan describing the special education program and/or services required by a particular student. It is based on the student s strengths and needs as identified through appropriate assessment tools. The IEP identifies learning expectations that are modified from or alternative to the expectations given in the curriculum policy document for the appropriate grade and subject or course, and/or any accommodations and special education services needed to assist the student in achieving his or her learning expectations. If the IPRC identifies a student as an exceptional pupil, and if the parent/guardian agrees with the IPRC identification and placement decisions, then an IEP will be developed for the student within 30 school days of the student s placement in a special education program. An IEP can also be developed for a student in order for him/her to receive a special education program and/or related services, even if he/she has not been identified through the IPRC process. In this case, the school may determine an IEP is necessary in order to assess the student s achievement based on modified and/or alternative expectations, or the student requires accommodations for instruction and/or assessment purposes. Accommodations The term accommodations is used to refer to the special teaching and assessment strategies, human supports, and/or individualized equipment required to enable a student to learn and to demonstrate learning. Accommodations do not alter the provincial curriculum expectations for the grade. Modifications Modifications are changes made in the age-appropriate grade-level expectations for a subject or course in order to meet a student s learning needs. These changes may involve developing expectations that reflect knowledge and skills required in the curriculum for a different grade level and/or increasing or decreasing the number and/or complexity of the regular grade level curriculum expectations. 16

17 Alternative Expectations Alternative expectations are developed to help students acquire knowledge and skills that are not represented in the Ontario curriculum. Because they are not part of a subject or course outlined in the provincial curriculum documents, alternative expectations are considered to constitute alternative programs. Examples of alternative programs include: speech remediation, social skills, orientation/mobility training, and personal care products. Classifying programs for gifted students In some cases, the student identified as gifted may be working on learning expectations from a different grade level. This may occur in language and mathematics. In other subjects, such as social studies, history, geography, and science and technology, and in most secondary school courses, the number and/or the complexity of the learning expectations may be increased. With this type of programming, the affected subjects or courses would be identified in the IEP as subjects or courses with modified expectations. Ministry IEP Audits Since 2000, the Ministry of Education has conducted periodic reviews of IEPs with respect to compliance with the standards and appropriate content. Samples of IEPs were reviewed with respect to ensuring that they had measurable goals, appropriate instructional strategies, and appropriate accommodated, modified and/or alternative expectations. In response to the audit findings, HWDSB staff have provided in-service and support sessions over the last few years to ensure that IEPs developed in our school system are the best they can be in order to address student needs for individualized programming. In 2012, the Ministry requested an internal audit of a minimum of 10 IEPs to be reviewed utilizing a Ministry rubric. IEP Web-based Tool In , HWDSB introduced SpedAssist to all schools as its new IEP format. SpedAssist is a web based solution facilitating collaboration in IEP development and review. Full implementation began in September HWDSB continued to provide in-service sessions during the school year, focussing on support for Special Class teachers. For HWDSB will continue to provide in-service sessions on SpedAssist, particularly as we connect to the Board s new Student Information System. As of September 2, 2014, a transition plan must be developed for all students who have an IEP, whether or not they have been identified as exceptional by an Identification, Placement, and Review Committee (IPRC) and including those identified as exceptional solely on the basis of giftedness. The transition plan is developed as part of the IEP. At the discretion of the board, a transition plan may also be developed for students who receive special education programs and/or services but do not have an IEP and have not been identified as exceptional. All transition plans must be developed in consultation with the parent/guardian, the student (as appropriate), the postsecondary institution (where appropriate), and relevant community agencies and/or partners, as necessary. The transition plan must be reviewed as part of the review of the IEP. The results of each review should be used to update the transition plan. 17

18 If the student has no particular need of support during transitions, the transition plan should state that no actions are required. When transition needs are identified for the student, school board staff must ensure that a transition plan is in place that addresses those needs. These new requirements are the result of a new Ministry Memorandum, No a) Program Strategy 4. Special Education Services Provided by the Board Service Options The Hamilton-Wentworth District School Board offers a spectrum of supports and placement options for students with special education needs. These options include regular class programs with support, itinerant teacher support, short-term intervention programs, special class programs, as well as a special day school. In consultation with stakeholders, including SEAC, special class programs are located strategically throughout the District. Where possible, a range of programs are placed within the same cluster of schools to provide clear pathways for students to remain with their classmates throughout their school career. Special classes are placed, where possible, in schools that offer maximum integration opportunities. The number and type of special programs and classes reflect system needs. The special learning needs of all students, wherever possible, can and should be addressed in regular class placement within the home school. Thus, before considering the option of placement in a special education class, the Board considers whether placement in a regular class, with appropriate special education services, will meet the student s needs. Consideration of special class placement generally occurs only after differentiated strategies and/or modified programs and/or short-term interventions have been implemented, documented and evaluated in the regular class setting but have not proven sufficient to meet the student's needs. Parents/guardians are always given the option, if that is their preference, to have the student s placement remain in a regular class in the home school, regardless of the student s individual needs. Regular classroom interventions can include whole class or small group targeted instruction, accommodated programming, as well as differentiated and evidenced-based classroom instruction. Short-term targeted interventions may include differentiated instruction that is specific to an identified need, and involve individual or small group instruction that can occur in the home school or, for a specific period of time, in another board location. All program interventions, whether in the regular class or in a targeted group setting, should be documented and given reasonable time to demonstrate their effectiveness. Every special class placement recommendation is made to allow the student s needs to be met in the most enabling environment. Most exceptional students attend programs with their age appropriate peers, with a focus on integration opportunities that are in accordance with student s strengths and needs. Once an IPRC has recommended special class placement, and parents/guardians have consented, the Special Education Services Department informs the current school of the location of the program offered. Students are offered special class placements in accordance with their needs and profiles, and as close to home as possible. Parents/guardians are 18

19 given the opportunity to visit the potential receiving school. At any time, parents/guardians may withdraw their consent for special class placement. If the parent/guardian accepts the special class placement offer, then the principal of the sending school, in consultation with the school s Special Education Consultant, will initiate a transition plan that meets the needs of the student, and those of the sending and receiving schools. In rare instances, a student s name may be placed on an awaiting placement list if no appropriate special class has an available position. The student s specific program interventions are documented in an Individual Education Plan (IEP). Special classes, with the exception of gifted classes, receive a base allocation of between 0.5 and 2.0 Educational Assistants (EAs). Additional EAs may be allocated to any special class based on the individual needs of the students in the class. Students who transfer into the Hamilton-Wentworth District School Board from a special class placement in another board first register at their home school. The home school, with support from Special Education/Student Services staff, will review the student s profile to determine if identification and special class placement are necessary within HWDSB. As much as possible, individual special classes will be defined by profiles in order to facilitate instruction that responds to the learning needs of the students placed in the various classes. While the category of exceptionality provides critical and helpful information to inform both placement and program, decisions regarding placing students in appropriate classes will be based more on the students strengths and needs rather than their exceptionalities. This is in alignment with the HWDSB Program Strategy. Program Strategy The HWDSB Program Strategy is rethinking the way we offer programs and facilities, so that we can best meet the needs of each of our students in the 21 st century. We want students to have choice, support and direction as they benefit from the knowledge and skills acquired from their educational program. We are restructuring what we offer, where we offer it and how we can help all students achieve their full potential. We know today s learners require new approaches, and that we must respond with engaging programs and safe, nurturing and innovative learning environments. We envision a school system in which the placement of programs, supports and facilities makes strategic sense: a place where students feel safe, welcome, included and energized as they are moving closer to their goals. This is about providing a pathway to success for every single one of our students. As part of the HWDSB Program Strategy, Special Education/ Student Services staff will work to support the directions inherent in the Strategy to develop/expand/support all students at tier 1, tier 2, and tier 3. The Program Strategy outlines the following: Tier 1: All of our secondary schools will be places: That are large enough to offer a wide range of course and experiential learning opportunities; Where students find engaging programs and can access what they need; Where students feel safe, welcome and included within their school; 19

20 Where there are a wide range of interventions to promote nurturing and diverse learning environments; Where there are peer-to-peer support structures; and Where compensatory supports are provided where needed. Tier 2: All schools may offer Tier 2 targeted interventions to meet the needs of some students who require them. These will include programs that provide additional support to students who are struggling academically such as the following: Literacy intervention programs (E.g. Empower High School, Wilson Reading Program); Numeracy intervention programs; In-school personalized timetables (including in-school alternative education, credit recovery, self-directed/self-paced); and Specific co-op and/or experiential learning opportunities. Some students experience socio-emotional/mental health difficulties, and will receive Tier 2 support from the in-school Student Services Team to meet their specific needs. These supports could, as individually appropriate, include peer-to-peer support or Student Success staff support. Supports could also include system Special Education/Student Services support and/or support from community partners. Tier 3: Tier 3 Targeted Interventions include non-credit special education programs for students who require intensive, continuous, and individualized support to such an extent that they require a high student to staff ratio in order to reach their potential. Transportation is provided. Such programs include: Comprehensive Programs o Specific support for students with intellectual and social-emotional challenges plus integration in the school and community as appropriate to the individual s strengths and readiness. Students may earn credits and attend regular classes according to their individual strengths and readiness. Graduated Support Programs o Specific support to students with intellectual challenges is provided plus integration in the school and community as appropriate to the individual student s strengths. Although not earning credits, or not earning sufficient credits to obtain a secondary diploma, students in this program have the ability to have a level of independence in the community upon leaving secondary school. Extensive Support Programs o Provide intensive, continuous, and individualized support in all areas. Collaboration with parents and community partners is necessary in order to provide appropriate programming and transition to community supports. b) Early Identification Procedures and Intervention Strategies The Hamilton-Wentworth District School Board Early Identification Process has been designed to create a smooth transition from pre-school into our school system and to establish a positive relationship with the families of children with special needs. Early intake meetings put in motion the processes for additional support, equipment, augmentative communication supports, and community supports such as occupational therapy or physiotherapy. 20

21 Involvement of other Ministry/Agencies Involvement with other Ministries and community agencies is an essential component to the Early Identification School Entry Process for student with special needs. Ongoing planning and coordination occurs to facilitate a smooth transition from pre-school agencies to the school system. The agencies involved in this process are as follows: Affiliated Services for Children and Youth; Early Words, Blind-Low Vision and Infant Hearing Programs Community Care Access Centre (CCAC) Early Childhood Integration Support Services Community Living Hamilton McMaster Children s Hospital (Children s Development and Rehabilitation Program, ASD Intervention Program, Specialized Developmental and Behavioral Services) Red Hill Regional Family Day Care Ministry of Child and Youth Services (MCYS) Hamilton & District Council of Co-operative Preschools Integration Program The Hamilton-Wentworth District School Board also has links to the following agencies: Umbrella Family and Child Centres of Hamilton The Ontario Association for Child Care in Education The Association of Early Childhood Educators: Hamilton Branch The Hamilton-Wentworth Catholic District School Board School board support staff provide in-service annually to preschool resource teachers on topics related to school entry, and the school entry intake process for the upcoming school year. A parent/guardian information night presented by members of the school entry committee provides an overview of the transition process to Kindergarten programs as well as specific programs and services available in the board. School Entry Intake Process The school entry intake process has been designed to meet the needs of children for whom developmental concerns have been identified during their preschool years. This process starts in early in January when community therapists and Resource Teachers assist parents/guardians in completing a Tell Us About Your Child Form. HWDSB and HWCDSB together hold a parent information meeting in early February where parents learn about the entry to school process and deliver their forms. Parents/guardians are then invited to attend an individualized School Entry Intake Meeting for their child. Along with representatives of childcare, medical, preschool special needs support organizations involved in their child s care, they provide information about their son or daughter to school board personnel (e.g. board resource staff, school principal, learning resource teacher, Kindergarten teacher). Each student s interests, strengths and needs are presented, required equipment and services are discussed, and plans are made for spring and summer transition process, September placement and programming. Parents/guardians are encouraged to share as much information as possible, including professional assessments. School board personnel are invited to observe the child in their childcare setting and parents/guardians are encouraged to visit the school at their school Kindergarten event and during the late summer. 21

22 Determination of the need for system resources is made during the School Entry Intake Process, and may include: Augmentative/Alternative Communication Team; ASD Spectrum Disorders Team; Integration Support Services Hub (consultation); Occupational Therapy Support (provided through Community Care Access Centre); Physiotherapy Support (provided through Community Care Access Centre); and Nursing Support (provided through Community Care Access Centre). Documentation received during the School Entry Intake Meetings is reviewed by Special Education Services during the allocation of resources to schools for the upcoming school year. Transportation requests are also identified. Parents/guardians are encouraged at registration time to share as much information as possible, regarding any services they have received. It is the teacher s responsibility to gather information regarding a student through the Social History form, completed by the parent, as well as through observation and informal assessments. The teacher is required to inform parents/guardians regarding any concerns they have during scheduled parent/guardian observations in February, although open dialogue is expected at any time the teacher has a concern. Parents/guardians, school board personnel and community partners work together to be sure that the necessary supports are in place to provide a positive school-entry experience. A planned transition to school will help to prepare for future success. Depending on the specific needs, the process may include: Obtaining parental consents and school referrals to assist with coordinated transition to school; Identifying the persons who have worked with the child in the past and those who will continue to do so ongoing; Identifying the persons who will play a role in supporting the child at school; Identifying the support staff who will continue to work with the school as part of the transition to school; and Developing the program, supports and services that will be in place to meet the child s needs once in school. Additional meetings at the school may be scheduled to discuss specific program requirements. The principal may request assistance from system Special Education / Student Services staff. The school will consult with parents/guardians regarding any meetings. c) K-2 Strategy The tiered approach to prevention and intervention is a systematic approach to providing highquality, evidence-based assessment and instruction and appropriate interventions that respond to students individual needs. It, as with all good instruction, is based on frequent monitoring of student progress and the use of assessment data, focusing on learning rate and level, to ensure quality instruction for all students (tier 1) as well as identify students who are having difficulty (tier 2) and to plan specific assessment and instructional interventions of increasing intensity to address their needs effectively. The tiered approach can be used to address both academic and behavioural needs. 22

23 The purpose of implementing the K-2 Strategy in was to increase the number of students reading at grade level by the end of grade 3. The strategy focuses on facilitating quality programming that is good for all students (balanced literacy including modeled, shared, guided, and independent reading, writing, and oral language) as well as early identification of some students who may be at risk. In this manner, staff could ensure appropriate and timely interventions for students who exhibit persistent learning difficulties, significantly reducing the likelihood that they will develop more intractable problems in the future. By knowing all our students through the use of effective instructional and assessment strategies (including the concepts of universal design, differentiated instruction, tiered intervention, and valuing the impact of multidisciplinary teams) we can provide the appropriate strategy and program supports to ensure that each student is improving. Making It KLLIC! and Class Act Kits The Making It KLLIC! Program was provided to all schools in as a universal approach to supporting the development of oral communication and early literacy. In addition, the program was differentiated and responsive to individual needs, with some schools offering the program as a tier 2 (an intervention for some students), rather than a tier 1 (an intervention for all students) strategy, depending on the needs of the particular students in the class, and in alignment with the implementation of the full day kindergarten program. School Speech-Language Pathologists (SLPs) continue to support the program s implementation. Class Act kits were developed in order to serve small groups of Kindergarten and grade one students at tier 2 who required more assistance to develop critical early literacy and meta-linguistic skills. These kits are also available in French for students in French immersion who requires extra support in this area. In , school SLPs supported the continued implementation of the kits, differentiating the activities appropriately to meet individual student needs. A collaborative team of teachers, 21 st Century Learning Consultant and Speech Language Pathologist developed the Class Act App for use on the ipad which supported the use of technology in the classroom. The implementation of the Making It KLLIC! program and the Class Act kits has continued to increase educator s knowledge in the areas of language, literacy, phonological awareness, articulation and grammar. Data gathered has continued to show an increase in the students skills in rhyme, alliteration, and sound segmentation. The collaboration between SLPs, classroom teachers and Designated Early Childhood Educators (DECEs) has increased their knowledge of each other s role in supporting early literacy skill development. In , implementation of the Making It KLLIC! Program and Class Act kits will continue to be supported by Communication Services. SLPs will offer demonstration and training to Kindergarten teachers and Early Childhood Educators (DECEs)new to Kindergarten. The school SLP and the 21st Century Fluencies Consultants will work together to continue to inform and train educators in schools with regard to the Class Act App to support oral language and early literacy development, and will continue to investigate the use of other apps and technologies that support literacy development. Nelson Leveled Literacy Intervention (LLI) The LLI program continues to be offered for students in Grade 1, English Language Learners (ELLs), and Grade 2 French Immersion students who were deemed appropriate for this intervention. Since its implementation in the school year, we have continued to make the connections 23

24 between the components of this resource (ongoing assessment, use of high quality texts, writing linked to reading, phonics and word work) to the components of a high quality comprehensive literacy program. During , and continuing in , each elementary school in HWDSB with a primary division receives a staffing allocation for the purposes of LLI support. This allows schools to customize the LLI delivery model according to their specific needs, both in the classroom and through some withdrawal. The LLI support staff member will provide assistance to classroom teachers and other school staff (ELL teachers, Learning Resource Teachers) so that capacity can be built with as many stakeholders as possible. This will help a school respond to students needs in a more seamless and integrated way. Empower Reading Program The Empower Reading Program, developed by researchers from the Hospital for Sick Children in Toronto, provides a direct instruction, multi-strategic reading program for students with reading difficulties. Since , the program has been available to all HWDSB schools with primary departments. Grade 2 students were chosen as the target group, based on previous research that had been gathered that indicated the increased effectiveness of the program when implemented at this level. However, selected Grade 3 students as well as students from higher grades have also participated. System Empower Trainers supports Learning Resource Teachers (LRTs) at each school to deliver the program, including training teachers new to the LRT role. The Empower program will continue to be implemented and supported in START Reading Program The START (STructured Activities for Reading Together) Reading Program grew out of a project that was formerly known as Structured Reading and has been supported by an inter-disciplinary team of Special Education/Student Services personnel and Program Consultants. A gap that affected a few students was identified between the Class Act and LLI interventions, and as such the START Reading Program was introduced in a number of schools to address this gap between interventions. The program addresses several basic areas of language acquisition including alphabet knowledge, decoding/encoding rules, and symbolic representations. In , the START Reading Program will continue to be recommended to schools where there are students with this profile of learning and educators are requesting instructional resources to address the gap. Peer Assisted Learning Strategies (PALS) PALS is a Tier 1 reading instruction program that provides teachers with the necessary skills and knowledge to teach children how to read. However, the program also involves a process for carrying out regular and frequent progress monitoring of Tier 2 and Tier 3 students (every 4 to 6 weeks) using quick, specific, one-minute tests (Dynamic Indicators of Basic Early Learning Skills or DIBELS). Based on this data, instructional strategies are developed to target specific reading skills in students whose DIBELS scores fell below benchmark. In , approximately 500 students across 5 schools participated in PALS reading program. In , System staff will continue to facilitate the implementation of the PALS program in participating schools. The target groups will continue to be Kindergarten and Grade 1 classrooms plus below-benchmark readers in Grades 2 and 3 (i.e., focus on developing solid text reading skills). d) Tier 2 and 3 Special Education Supports As identified in the Program Strategy, HWDSB supports a tiered approach to the delivery of appropriate program supports. Tier 1 involves programming for all students, while tier 2 supports 24

25 involve specific, duration-specific, instruction and intervention for some students (approximately 5-15 % of students). Tier 2 supports generally occur at the home school and in the regular classroom. However, they can also involve short-term placement at a system site, with students returning to the regular classroom following the intervention. Tier 3 supports involve targeted and increasingly more specific intervention for a few students who require it (approximately 1-5% of students). The following descriptions provide information on tier 2 and 3 Special Education supports offered in HWDSB. Communication Services Speech/language pathologists (SLPs) work as a team with the educators in the kindergarten classroom to provide a classroom-based approach, to help develop students' oral communication and literacy skills. These skills include speech pronunciation, understanding of spoken language and correct use of words, word order and word endings, as well as early pre-reading skills. Parents/guardians are provided with information at all steps of the process and are offered programming materials to do at home. This collaborative classroom model facilitates professional learning between educators and SLPs that supports the capacity building in both professions knowledge. By providing services in the classroom, there has been a reduction in the number of students that require formal speech and language assessments and facilitates the early identification of students requiring additional support. The SLP, in consultation with the teacher(s), determines that some kindergarten students have additional needs and may benefit from small group and specific classroom activities for oral language and/or literacy skills. Informed written parent/guardian consent is required for this intervention to occur. A few students are also identified who require formal, more detailed speech/language and early literacy assessments to determine the level of classroom support needed, or to make referrals for other services. For these students, an information brochure and a referral form is required to obtain parent/guardian consent. The Speech and Language Program In addition to the KLICC! and Class Act programs, HWDSB offers the Speech and Language Program to provide intensive support for Grade 1 students with moderate to profound language delays accompanied, in many cases, by a speech impairment. The students speech/language assessments indicate moderate to profound expressive language and/or articulation delays with average receptive language skills and/or average cognitive skills. The students also show no evidence of sensory neural deafness. Instruction is based on the grade one curriculum with a speech and language focus. An Individual Education Plan (IEP) is developed for each student. Maximum class size is twelve students. Classroom support is provided by a teacher with Special Education qualifications, a half time Educational Assistant, and part-time Speech-Language Pathologist. The program focus for students may include the following: development and remediation of basic skills in listening, speaking, vocabulary knowledge and functional language for students whose language difficulties are not primarily the result of second language acquisition or acculturation; assistance in developing social skills related to weak communication skills; and development of pre-reading/phonemic awareness skills

26 Placement is for up to one school year. The following year the student returns to a regular class in his/her home school. Transition meetings are held at the end of the school year with the parents and home school. Coordination with Hamilton Preschool Speech and Language Services Early Words A closely coordinated relationship exists between the HWDSB and Hamilton Preschool Speech and Language Services Early Words for students in junior and senior kindergarten. Early Words will accept referrals from school board speech-language pathologists for children who are new referrals to Early Words, present with severe speech delay/disorders, are in JK, and the referral is made prior to March 1st of the year the child is eligible for SK. These children will be eligible for up to, but not necessarily 10 sessions, of treatment, and will be discharged from Early Words upon completion of their block of treatment, by SK entry or upon pickup by CCAC SHSS (whichever comes first). For children who are currently being served by Early Words and are in JK as their services are completed they will be discharged, at the latest by SK entry. For children with speech concerns who are entering JK in September, they will be offered at least one block of intervention during the JK year. If there is a severe speech delay/disorder, then that child will be eligible for up to but not necessarily 10 sessions of treatment. All children in this group will also be discharged from Early Words by SK entry or pickup by CCAC SHSS, whichever comes first. Early Words will accept referrals from school board speech-language pathologists for children who present with concerns for fluency who are enrolled in JK and SK, and the referral is made prior to March 1st of the year the child is eligible for Grade 1; Early Words will serve these children until they are picked up for service by the Community Care Access Centre (CCAC) School Health Support Service (SHSS) or grade 1 entry (whichever comes first). Psychological Services In addition to providing individual psychological assessments, and consultation to schools, members of Psychological Services support various system initiatives and programs such as: Character Networks o provide support through presentations o conduct informed discussions concerning psychological profiles o conduct behavioural and psychoeducational assessments as part of the CN Foundations program o participate in the intake screening of CN student candidates Peer-Assisted Learning Strategies (PALS) o coordinate and support program implementation o data collection (pre and post) and sharing with pilot schools o conduct DIBELS training o consultation with teachers on effective reading instruction Mental Health Strategy o present several mental health modules for school-based staff o support the implementation of Coping Power program in several schools o participate on working team to offer inservices for learning resource teachers o Participate on the Positive School Climate Steering Committee and Mental Health Leadership team o Participate on a working team developing a suicide risk assessment model/protocol 26

27 Centre for Success Learning Disabilities Program o assist in screening students for the Centre for Success program o provide interactive presentations about learning disabilities to teachers, to parents/guardians and to students o preparation for next year s program evaluation regarding a cohort of students now in high school o rating scale evaluation and modification in progress Gifted Programming o participate on the Gifted Itinerant Team o participate in the shaping of the programming at HWDSB s Gifted Centres o assist in planning the Go conference o represent HWDSB at the Inter-Board Network for Gifted Students o coordinate topics and present to educators and parents at coffee houses throughout the year ASD Team Support o participate in the shaping of the Social Communication Programs and evaluation of the program o assist in the design of the intake process, screening and selection of eligible candidates for the program o coordinate psychological assessments for eligible candidates Social Work Services Social Work Services staff assist students who are experiencing social, emotional and/or behavioural difficulties that are adversely affecting their learning. This can be done through building the capacity of educators, either through targeted professional development or through one to one student consultation. Social Work Services also supports students through targeted interventions that can include facilitating referrals to community, offering brief service or longer term counselling as well as providing therapeutic interventions through evidence based treatment groups. This past year Social Worker Services has offered: Cool Kids An evidence based treatment group for elementary aged students struggling with depression Chill- An evidence based treatment group for secondary students struggling with anxiety. Coping Power An evidence based treatment program that can be offered to a targeted group or via whole class that reduces risk factors for substance use and delinquency by improving the student s social competence and self-regulation. Missing Pieces An evidence based treatment group for youth who are struggling with bereavement and loss. This program is offered in partnership with Bereaved Families of Ontario (Hamilton/Burlington) Social Work Services is available to all schools in the district and works closely with other Board services in supporting specific initiatives such as: Character Networks System Alternative Education and Supervised Alternative Learning Programs Gateway Suspension and Expulsion Program The District Mental Health Strategy The Positive School Climate Committee Violence Prevention and Safe Schools The Fetal Alcohol Support Team Social Work Services also adds specialized support for distinct population such as First Nations, Metis and Inuit populations. 27

28 Given the extent of the challenges facing students and families with the Hamilton community, Social Work Services works closely with our children s mental health partners to ensure coordinated services are available to our youth. This includes formal partnerships, referrals to services as well as shared service delivery where appropriate. To better support students, Social Work Services has also looked to develop innovative practices when current services are challenged to meet the needs of our students. One such initiative is the Youth Wellness Clinic operating in Sir John A MacDonald that has brought together the following services: School Social Worker Public Health Nurse Nurse Practitioner Addiction Counselor New Immigrant Trauma Therapist The following partners have committed time and support to the Clinic: Refuge Centre for Newcomer Health Alternatives for Youth Public Health OASIS Good Shepherd Services Family Health Team McMaster University Faculty of Nursing McMaster Social Policy and Research Centre In order to provide assistance to parents seeking to improve their knowledge around how best to meet the needs of their children, Social Work Services has worked closely with Chedoke-McMaster Child and Youth Mental Health to provide parenting workshops to families out of their local school, It is hoped that by reducing accessibility barriers, more parents will be able to participate in these workshops. Social Work Services has also worked closely with the District Mental Health Strategy team to develop a more collaborative community based intervention for students engaging in suicidal behaviour and ideation. Key develops in this include the develop of protocols aimed at ensuring students are supported in a consistent and timely manner across the Board. Model. Our partners in this initiative include: McMaster Child and Youth Mental Health Program Crisis Outreach and Support Team (COAST) Community Care and Access Centre Mental Health and Addiction Nurse Alternative for Youths HWCDSB CONTACT Hamilton Social Work Services has also worked closely with other community partners to ensure coordination of services to meet the varied needs of students and their families. Other partners include: John Howard Society The Children Aid Society of Hamilton The Catholic Children s Aid Society of Hamilton Community Child Abuse Council Child and Adolescent Services Banyan Youth Services Hamilton Police Services Hamilton Pathways to Education McMaster University School of Social Work Wilfred Laurier School of Social Work Mohawk College The Provincial Centre of Excellence for Child and Youth Mental Health The Offord Centre Hamilton-Wentworth Catholic District School Board Social Work Department 28

29 Educational Assistants Professional development sessions were held for all Educational Assistants, on December 20, 2013 and March 7, The following keynotes and workshops were offered: December 20, 2013 keynote Dr. Jean Clinton March 7, 2014 keynote Dr. Tracy Vaillancourt Workshops: Learning Profiles Executive Functioning Why Won t They Listen? Working with Impulsive Children Character Networks Program Overview Personal Hygiene (students) Health and Safety Forms Using the ipad Supporting Students Mental Health and Well Being Challenging Behaviours for Students with Autism and Beyond Fetal Alcohol Spectrum Disorder (FASD) Cultural Sensitivity Full Day Kindergarten (FDK) Early Learning The Chicken or the Egg Coping with Anxiety in the Classroom Professional Boundaries Non Violent Crisis Intervention Re-certification Special Needs Programming and the EA Autism Spectrum Disorder (ASD) Services All ASD Services referrals are student specific, and are a direct request from the school. The ASD Team is interdisciplinary and consisting of teachers, speech-language pathologists, and educational assistants. The team works collaboratively with schools to support a wide range of students with ASD. The individual needs of students are supported by a team that combines a strength based approach with evidence-based practices that include Applied Behaviour Analysis (ABA), Augmentative and Alternative Communication (AAC), Social Communication, Self-Regulation and the principles of Structured Teaching and Cognitive Behavioural Therapy (CBT). The ASD Team supports: elementary and secondary students in regular class settings and in self-contained special education classrooms; Connections for Students in partnership with McMaster Children s Hospital; students with ASD entering school for the first time and those transitioning to adult services; a wide range of inservices including Non-Violent Crisis Intervention ASD (NVCI-A), Structured Teaching, Social Thinking, and Challenging Behaviours for Students with ASD Parts1, 2, and 3 the implementation of Social Communication Programs and eligibility process (expanding in to an elementary site and a second secondary site); 29

30 the implementation of a series of class-wide social communication modules (STACK) for students with ASD in grades 4 to 6; the establishment of an ASD Professional Learning Community for ASD class staff; and a range of in-class, in-school, and after-school professional development and peer awareness activities including Overview of ASD, IEP Writing and The Incredible 5 Point Scale/Zones of Regulation; Selected schools can be provided with Supporting Your Student with ASD (Autism 101): a 4-part school based introduction to serving students with ASD with a particular focus on an identified student in that school ASD Spectrum Disorder (ASD) Team The ASD Team consists of 3 Itinerant Teachers, 2.5 SLPs and 2 system EAs, supported by a Manager and Admin Support. The SLPs and Itinerant Teachers support school teams by cluster, with the EAs providing short-term data collection, modelling of strategies and the production of the visual supports needed for programming and behavioral intervention. The team serves students with a diagnosis of ASD of any age across the spectrum through a referral from the student s school. For young children entering school for the first time and for urgent situations the team prioritizes their support to a school team. ASD Services continue to more intentionally add mental health strategies, ipad technology, social communication, self-regulation, and Assessment/IEP/ Alternate Report Card supports to their communication and behaviour framework. Structured teaching serves as the basis of programming for many students with ASD, although increased numbers of students with High Functioning ASD/Asperger Syndrome (HFA/AS) are being referred for social communication programming. Projects involving the ASD Team include an ipad Project with ASD special classes, the Secondary Social Communication Program at Ancaster High School, and STACK (Social Thinking and Actions in the Classroom for Kids), which is a class-wide program for Grades 4 7 with a student with highfunctioning ASD/Asperger Syndrome. In , the team concentrated on an increased integration with HWDSB mental health framework, social communication for primary, junior and intermediate students with ASD and non-diagnostically specific group at secondary and a Supporting Your Student with ASD student-specific professional development for selected schools with staff receiving a student with ASD for the first time. STACK Program Social Thinking & Actions in the Classroom for Kids (STACK) is a series of class-wide social communication and self-regulation lessons offered by ASD Services. Teachers of Grades 4-7 are offered the option of STACK when the IEP of a student(s) with ASD or HFA/AS include social communication and self-regulation goals. STACK is a set of 12 lessons conducted in collaboration with the classroom teacher. The teacher brings not only the class's priority needs and examples relevant to each lesson but supports the generalization of each set of skills introduced into daily learning between lessons and throughout the year. All children benefit from the STACK strategies and class parents/guardians are given an overview of the lessons. The parents of the identified student receive follow-up goals and strategies following each lesson (ex., expected versus unexpected social behaviours to support at home and in the community). The STACK lesson framework is: 30

31 Lesson 1: Expected and Unexpected Behaviour Lesson 2: Stop-Opt-Go Lesson 3: Size of the Problem Lesson 4: Triggers Lesson 5: The Zones Lesson 6: 5-Point Scale Lesson 7-9: SuperFlex Lesson Series Lesson 10: 4 Steps of Communication Lesson 11: The Social Detective & The Social Fake Lesson 12: Wrap Up and Culminating Activity: Yoga ASD Classes ASD classes are Extensive Support classes offered in Primary, Junior, Intermediate, and Secondary settings. Generally, each class has up to 6 students, supported by a Teacher and 2 Educational Assistants. These students have a diagnosis of ASD, require intensive supports and are not able to meet their potential in an inclusive setting. Each has significant communication challenges, intellectual disability, and/or ongoing self-regulation difficulties. Many have severe behaviour challenges as well. Generally students are considered for this placement from Grade 3 or onwards. Programming in these classes is highly individualized and structured for each student and generally ABA, Augmentative and Alternative Communication (AAC) and a structured teaching approach are the basis of programming. Students can be placed in an ASD classes as needed during the school year although generally placements for a new school year are done in the spring though the collaboration of parents, Special Education Consultants, and ASD Team members. As in other special classes, the teachers of ASD classes complete the Alternate Report Cards for their students. The Secondary Social Communication Program (SSCP) Since , HWDSB has supported a Secondary Social Communication Program at Ancaster High School. This program supports students diagnosed with high-functioning ASD or Asperger Syndrome (HFA/AS) who are able to earn secondary credits and are not able to reach their full potential without specialized support for their social thinking, executive function and self-regulation challenges. Students in SSCP benefit from being directly supported to learn how to have successful relationships and interactions at home, at school and in their community. The Secondary Social Communication Programs focus is to teach and enhance the student s ability to understand the thoughts, feelings and motivations of other people. Social communication goals are collaboratively developed between school, students, and parents/guardians. Skill areas to be addressed include understanding emotions of self and others, communication, relationship development, understanding of self as a learner, and self-advocacy. Transition supports to post-secondary and community opportunities are planned and facilitated. A customized timetable is created for each student. Structured opportunities and instruction to increase social communication and understanding the perspective of others is provided for a minimum of one period each day. A customized learning strategy credit is earned each year by the students. This credit targets increased understanding their diagnosis, learning profile and strengths, and the thinking skills necessary to navigate the social world. Each student sets weekly goals, specific to social communication, organization or behaviour and reviews them daily with program staff. Thus, the timeline for earning a high school diploma may be extended. Students can begin and end their school day in the program room, as well as often spending their lunch hours there or in school clubs and activities. Subject teachers work in partnership with the SSCP staff to 31

32 support each student s learning of course material and social communication understanding and explicit planning is provided to facilitate generalization of skills in all environments. The Secondary Social Communication Program teacher and classroom staff support students in their subject-specific classes as needed. Parents/guardians are an essential part of their son or daughter s social learning and only communicate closely with the teacher on goals and updates (with student permission) but also learn about general class initiatives. An equitable eligibility process has been developed for entry to SSCP by a team of school, ASD and psycho-education and E-BEST staff. A program evaluation carried out with students, parents, program staff, and school staff indicated increased well-being, school engagement and additional social communication and independence skills. In , 16 students participated in the program at Ancaster High School. In , 6 new Grde 9 students will be added to Ancaster High School (24 students total) and 10 students will attend the new Social Communication Program at Glendale Secondary School. Career planning, coop placements and information regarding post-secondary education opportunities will be added in the coming year. In and elementary Social Communication Program at Queensdale Elementary School will be introduced. Connections for Students: HWDSB and McMaster Children s Hospital (MCH) s ASD Services (ASDS) Connections for Students is a cross-ministry initiative between the Ministry of Children and Youth Services (MCYS) and the Ministry of Education (EDU). In Hamilton, Connections ensures that a student being discharged from McMaster Children s Hospital s Intensive Behavioural Intervention (IBI) program transitions to full time attendance at school in coordinated evidence based and seamless way. This is accomplished through the support of an identified collaborative team and process. Each student s Connections team is chaired by the student s school principal (or designate) and includes parents/guardians, teacher(s), the classroom teacher (and, as possible, Educational Assistant) the school s Learning Resource Teacher, a MCH School Support Program consultant (SSP), members of the HWDSB ASD team, and other relevant community or school board personnel. The school s Special Education Consultant is invited to all meetings and copied on Connections minutes. Prior to the first Connections meeting the Manager of ASD Services meets with the team SSP Consultant and the parents to review the Connections process and obtain parental consent. A joint observation of the student in IBI is also completed. On request, the Manager of ASD Services also meets with the principal and relevant school staff to introduce the Connections process and their roles on the student s team. Connections meetings do not occur without a parent/guardian present and reminders are provided to all team members prior to each meeting. The student s IBI Senior Therapist attends the first Connections meeting to provide a summary of intervention strategies. The school s Special Education Consultant is also invited to attend meetings as required. The role of the team SSP team member is act as liaison to the IBI program regarding coordination and consistency of goals and strategies prior to discharge and to provide student-specific support and professional development sessions in coordination with the ASD team. 32

33 A student s Connections team works together within a student-centered and strength based model, facilitating the use of evidence based practices, including Applied Behaviour Analysis (ABA), to achieve the goals established by the team through assessment and the systematic use of data. Joint problem-solving, classroom consultation, visual strategies and resources, formal school-based professional development, peer awareness presentations, and assistance with incorporating structured teaching and other evidence based strategies within the student s IEP and programming are amongst the supports provided. The Connections team meets monthly prior to a student s IBI discharge date. The Connections team continues to meet regularly to support the student for up to 6 months after he or she has been discharged from IBI. At each meeting current goals are reviewed and updated. Between meetings those collaboratively set goals are tracked and hands-on support is provided to the school and classroom by the identified members of the student s Connections team. Following the Connections process, the designated members of the Hamilton-Wentworth District School Board s ASD team in collaboration with the school and other special education and staff continue to provide ongoing classroom and school support to the student. In more than 45 Connections for Students teams met on a regular basis. ASD/Communication Services /Early Years/Special Education A Parents as Partners Advisory Committee runs an evening series for parents of young children with special needs. The Advisory Committee is comprised of members of SEAC, Special Education Services, Communications Services, Early Years and ASD Services. These workshops take place at various locations within HWDSB and this year provided families with information on selfregulation, The Kindergarten Program, the IEP, and the IPRC process. Blind and Low Vision Itinerant Support The Blind/Low Vision team is comprised of 3.5 itinerant teachers that currently support legally blind students (in accordance with Policy/Memorandum 76C) in both the elementary and secondary panels. Some of their responsibilities include: providing direct Braille instruction and transcription; modifying curriculum; supporting assistive technology; transitioning students to Secondary and Post-Secondary education/careers; assisting with the IPRC process and working as a liaison with system personnel and outside agencies. In order to support students who are blind or have low vision, HWDSB has contracts with outside agencies to provide Orientation and Mobility Services. Deaf and Hard of Hearing Itinerant Support Itinerant teachers of deaf/hard of hearing students collaborate with school and board personnel (i.e. FM technician, educational audiologist), parents/guardians, and community agencies on an ongoing basis to ensure that their students are provided with an optimal learning experience. Recognizing the potential academic and social implications of hearing loss, and the need for early identification and intervention, they work closely with regular classroom teachers to design, implement, and assess individualized programs for their students as required utilizing the family s preferred mode of communication (i.e. oral or sign language). To further support student learning, these specialized teachers interpret audiograms and reports from the audiologist and instruct school staff about the use and care of technological resources (i.e. amplification equipment, such as: hearing aids and cochlear implants and FM systems). Direct programming for students typically focuses on supporting and developing auditory, speech, language, and academic skills. In order to 33

34 support students who are deaf or hard of hearing, or are deaf/blind, HWDSB has contracts with outside agencies to provide Audiology Services. Deaf and Hard of Hearing Program A Total Communication (TC) approach for supporting students who are deaf or hard of hearing in grades one to six, as identified through the IPRC process is offered at Queensdale Elementary School. The program allows accessibility to language through a variety of modes including but not limited to sign language, written and spoken English, finger spelling, speech reading, gestures, drawings, and the use of amplification and technology. Total Communication allows the individual student to use the mode of communication that is most appropriate and comfortable in a given situation. Parent input is valued in determining communication methods. The ultimate goal of the Queensdale Deaf and Hard of Hearing program is to prepare students to return or move to the most appropriate program for their needs by providing extra language intensive support across all subject areas either in a special class setting or within a regular class/integrated setting with support from an Educational Assistant if needed and/or a specialized Teacher of the Deaf. Character Networks Program The Character Networks (CN) program is a tiered approach to addressing the social-emotional needs of elementary students, and is so named to reflect the inter-connectedness of the program with other board and community initiatives aimed at improving student success though improved student behaviour, and to emphasize the positive and proactive approach to addressing behavioural challenges. The CN program strives to improve the educational outcomes for students with behavioural challenges through a focus on the core principles of: Justice: will your actions be considered right or fair? Caring Relationships: will your actions enhance or maintain a healthy relationship? Well-being of Others: will your actions help others? The Program aims to assist the students through the development of social skills and anger management techniques, and through understanding themselves as learners. The goal is to enable the students to be able to fully participate in, and be available to engage in learning activities. The program involves four differentiated levels of support: Character Networks: Pathways Universal Program - Inclusion Intervention; Character Networks: Centre Selected Program - Withdrawal Intervention; Character Networks: Class Targeted Program Special Class Character Networks: Foundations Targeted Program Special Class Interventions for students generally progress from the least intrusive to more intensive supports. The four programs represent this increase in intensity; however they are not necessarily to be seen as in a hierarchical order, as they involve different types of support. Therefore, particular cases are always discussed with the school s Special Education Consultant. Referrals to other system supports may be deemed appropriate, as a result of determining the underlying cause of a particular student s behaviour. Community supports for students and families are also be explored, where appropriate. Character Network prioritizes having students remain in their home school, with both the student and staff receiving useable strategies and interventions within the least restrictive environment. 34

35 Character Networks: Pathways Program CN Pathways staff work in the home schools with staff and students. The focus of this universal program is inclusive intervention for elementary students with behavioural issues. Insofar as behaviour is contextual, the purpose of Pathways is to help students within their classroom and the school community, for a period of time, through assistance with classroom management and the development of specific behaviour and safe intervention plans. Pathways Teams, consisting of a teacher and an educational assistant, proactively work with school teams to plan IEPs, Behaviour Support Plans (BSPs) and Safe Intervention Plans (SIPs). Team members may conduct behavioural assessments in order to determine the most appropriate strategies, to provide feedback to the classroom teacher and school team, and to provide implementation support. Pathways staff can assist with the implementation of class-wide behaviour reinforcement programs and or the establishment of full school social skills programs. Pathways staff can also assist in providing referrals to other CN programs, in consultation with appropriate school and system staff, as appropriate. Character Networks: Centre Program The Centre Program offers a higher level of intervention for a particular group of students, while enabling them to remain connected and registered with their home school. The Centre program involves students remaining on the home school register and attending a Centre site for a 6-week block of time. The purpose of the Centre Program is to build the capacity of the selected students to function at an increased independent level in their home school through the transference of behavioural skills learned in a more intensive setting. Staff, consisting of a special education teacher and 2 educational assistants, provide direct instruction to the selected group of students on anger management, social skills, self awareness, and other skills as required. They also assist in the transference of skills to the home school environment. Students entering the Centre program generally have had previous CN Pathways involvement. During a two-week intake transition period, the teacher and educational assistants get to know the student and build capacity of the home school support staff in preparation for student s time at the Centre. In the two-week transition period following the Centre session, students are transitioned back into their home school classroom. Centre staff work with the students on the transfer of their skills to the home environment. Character Networks: Class Programs The CN Class Programs are self-contained class interventions. The majority of students assigned to the Character Network: Class Program have either an internalizing or an externalizing behaviour disorder diagnosis, as well as having experienced significant problems of a psycho-social issue and/or other learning difficulties. Many have had significant attendance issues. CN Classes offer a self-contained setting with a high staff-to-student ratio. Although selected students may have had previous Character Networks involvement, entry to the Class program is not necessarily following those intervention programs. However, significant documentation, including various formal and informal types of assessments and the effectiveness of previous interventions, is required. The program combines grade-level appropriate curriculum with the delivery of a pro-social skills based program. Classroom and system staff involve and work with community support agencies as appropriate, to assist in anger management and social skill development. In order to assist in the transference of skills to other parts of the school environment, staff collaborate and work closely with school staff, system staff, and the students families on specific aspects of the program. 35

36 Currently the classes with the students exhibiting externalizing behaviours have a pupil/teacher ratio of 8:3, while the classes with students exhibiting more anxiety and internalizing behaviours have a pupil/teacher ratio of 10:3 with the understanding that students will work towards integration into the regular class environment as the students become more capable of doing so. Character Networks: Foundations Class The Foundations Class is a self-contained class focusing on assessment and intervention. Through this intensive, short-term program, the staff make a recommendation for the most appropriate placement for the student. In collaboration with parents, community agencies and HWDSB supports, the program provides accepted students exhibiting behavioural concerns with elements of the following, depending on assessed need: multidisciplinary and comprehensive assessments; individualized programming to address social-emotional learning needs and schoolreadiness skills and, transitional planning (including a recommendation for the most appropriate placement options, which may include a return, with support to their current placement). Students admitted to CN Foundations: have significant social emotional needs that impair daily functioning and prevent school attendance; may have had significant school and community interventions with limited success; are currently registered in a K-8 school within the HWDSB; may enter the HWDSB from various pathways (including but not limited to: Section 23, other school boards, CPRI, special classes). The CN Foundations Program Team, in cooperation with the CN Pathways and the Mental Health Strategy Team provide the receiving school staff with the following: a comprehensive student profile, behavioural support plan and individualized Social- Emotional Learning (SEL) resources; transitional support; capacity-building to address student need and staff mental health literacy; and connections and continuity with HWDSB and community resources. Gifted Itinerant Support Itinerant Teachers for the Gifted work with classroom teachers, support staff and administration throughout the year, assisting with the development of Individual Education Plans (IEPs) for students in the regular and special class who are identified as gifted. Regular classroom teachers are supported through the gathering and sharing of resources, web pages and sites for teachers about gifted programming and higher order thinking skills. In addition, gifted itinerant teachers continue to build capacity with teachers and Learning Resource Teachers (LRTs) in understanding the complexities of the gifted learner. The Coffee House model is used to provide monthly after-school sessions to support teachers and parents/guardians in understanding various facets of the gifted learner and (twice exceptional, characteristics, socio-emotional needs, etc.). Connections with teachers are maintained view the HWDSB Gifted Commons Blog and via online networking using Google tools. Using these methods, the itinerant teachers facilitate networking opportunities for teachers and LRTs with teachers of gifted self-contained classrooms as well as support provided by the Itinerant Teachers for the Gifted regarding questions, concerns and ideas for programming. In collaboration with Special Education and Psychological Services staff and 36

37 school administrators, the itinerant teachers participate on the Acceleration Process Committee when acceleration is being considered for a student. The Itinerant teachers for the Gifted also assist with the Reach Ahead elearning Mathematics pilot. Pyschological Services Gifted Assessment Coordinator, along with the Itinerant Teachers of the Gifted, sit on the Inter Board Network for Gifted, a regional network of educators focused on delivering and improving gifted programming in southwestern Ontario. Conference presentation and professional development are also key for Itinerant Teachers for the Gifted, with presentations made at several conferences in including: Association for Special Education Technology (ASET), Educational Computing Organization of Ontario (ECOO), Niagara Connect and Interboard Network (IBN) meetings. Gifted Centre Program After a successful Gifted Centre Pilot Project in , HWDSB expanded the Gifted Centre model in to include all Grade 5 students identified as gifted and enrolled in a regular class setting. In , the program was further expanded to support students identified as gifted and in regular class placements in grades 5 through 8. Thirteen Gifted Centre programs were facilitated in : 6 groups of grade 5 students, 3 groups of grade 6 students and 4 groups of grade 7 and 8 students. Project-based learning, as well as activities designed to help students learn more about their strengths and challenges, their learning style and how to self-advocate, have been utilized to encourage students to think beyond the curriculum, reach higher, and take academic risks. Students learn how to incorporate higher order thinking skills in all that they do. Activities can include arts, mathematics, science, engineering, physics, drama, and/or literature. Gifted Class Program Gifted special class placement is considered for students who, even with the provision of more intensive programming in school and through the Centres, are still experiencing difficulty in the regular class setting. Many of the students in the classes have specific needs in addition to their giftedness, and so differentiated instruction is wide ranging. The gifted classes, for students in grades 6 through 8, focus on developing higher order thinking skills with students. As a group, the teachers of these classes meet to share ideas, strategies and concerns. The use of technology plays a key role especially in the area of accommodations for many students. Extensions to the curriculum and "out of the box" lessons as well as individual and group projects assist students in learning more about themselves as gifted learners. The Centre for Success Program In , a multi-disciplinary Special Education/Student Services team examined current research and best practices in other districts with regard to programming supports for elementary students with learning disabilities. From that research, the team developed a six-week intervention program for regular class grade five students who have basic literacy and numeracy skills, but who have experienced limited academic gains, and have become disengaged in their learning as a result of their learning challenges. Subsequent to its inception, the program has also included Grade 6 students. The Centre for Success Program is a strength-based, strategy-focused intervention program, designed to enable students with diagnosed learning disabilities to be able to identify and explain their personal learning profiles, develop a thorough understanding of the use of their assistive 37

38 technology in order to maximize opportunities for them to demonstrate their learning, and to be able to self-advocate for the implementation of specific strategies to support their learning. All students accessing the program have IEPs in place and have received a psycho-educational assessment that provides a diagnosis of a learning disability. Students also have access to a laptop computer through a Special Equipment Amount (SEA) claim. In order for the skills learned in the program to be transferable to the home school setting upon the students return to the regular classroom, parents/guardians and home school staff form an integral part of the program. The students maintain regular contact with their home school teacher through , and parents/guardians and home school staff are provided with opportunities to visit the Centre for Success to observe the students progress. The program also incorporates a one week transition at the start of a session, with Centre for Success teachers completing an initial observation in the home school environment, and a one week follow-up session in the home school at the conclusion of the Centre program. Students increase their knowledge of their personal assistive technology and develop an understanding of themselves as learners. The program supports between grade 5 and grade 6 students per school year. As of June 2014, well over 400 students have participated in the program since its inception in the school year. In , Centre staff will collaborate with system staff to review the appropriateness of the use of tablet technology along with the current laptop usage. Learning Foundations Program The Learning Foundations Program assists in providing appropriate supports for students in our system that have learning needs that are difficult to determine. These students typically present as hard to serve students due to their complex needs. Students attend the Learning Foundations Class on a short term basis. Here they receive interdisciplinary supports, continuous progress monitoring and integrated assessments from Student Services and Special Education Staff. In collaboration with the Learning Foundation s teacher, appropriate programming goals and strategies will be determined that enable student success. The outcome is to identify the appropriate program and strategies that can be implemented and then be transferred to a classroom setting. The Program involves an interdisciplinary approach that also includes the coordination of community resources and the use of evidenced-based resources. The Program aims to improve student achievement in literacy and numeracy through: the development of a comprehensive student profile; and the development of an appropriate Individual Education Plan. To be considered for entry into the program the home school is required to have evidence that the student has been resistant to tiered intervention strategies and evidence of having accessed system supports in an effort to meet the student s needs in the home school setting. Comprehensive: Classes The comprehensive classes in both the elementary and secondary panels are comprised of a maximum of 12 students and are staffed by 1 teacher with special education qualifications and a minimum of 0.5 Educational Assistant. The classes are asset-based and the students in each class share similar profiles. These profiles provide the detail that the teacher uses to create individualized and group instruction and upon which assessment will be based. Students in each panel have opportunities for integration into regular class programs based upon their interests and ability to do so. Students at the secondary level may also be receiving credits from integration. Students in this program meet the criteria for identification with a Language impairment, a Learning Disability with a severe language deficiency, or a Mild Intellectual Delay. 38

39 In , staff emphasized placement of students in special classes based on profile as opposed to exceptionality. As we have been reducing Comprehensive special classes over the last few years, at least partially based on the implementation of more tier 1 and tier 2 interventions and greater differentiated instruction in regular class settings, placement in Comprehensive Classes is moving to placement of students by profile, based on the abilities and overall needs of the students instead of a particular exceptionality. Also in , at Chedoke Elementary School, a new model was piloted. A Comprehensive Program was developed, whereby students in the program received targeted literacy (Intermediate Empower as part of their balanced literacy program) and targeted math (Gap Closing and Leaps and Bounds, etc.) and then were integrated for 50% of their day into regular intermediate classes. The Comprehensive Program teacher was also able to provide Intermediate Empower or Math intervention for students in regular class when the Comprehensive Program students are integrated. This type of program is part of the elementary program strategy in order to align with the secondary program strategy. For , the program will be reviewed to determine whether or not to expand this model to other elementary locations. The Augmentative Alternative Communication Team (AACT) The Augmentative Alternative Communication Team (AACT) was developed in order to meet the needs of students requiring some form of visually mediated, augmentative and/or alternative communication to support their learning. The AACT is an interdisciplinary team consisting of two teachers, a speech language pathologist and communicative disorders assistant. This team supports students by introducing and supporting augmentative and alternative communication (AAC) which includes all forms and strategies of communication (which supplement oral speech) that are used to express thoughts, needs, wants, and ideas in order to understand or be understood. These include familiar forms such as proximity, eye-gaze and eye-contact, gestures, facial expressions, photographs, pictures, sign language, symbols, written text, voice output/speech generating devices, high tech/computer devices and etc... The goal of AAC is to support a student in understanding the school environment and expectations, as well as communicating within the school community. The Team supports students in regular and self-contained class settings. Graduated Support Program The Graduated Support Program is a self-contained secondary class program for students who are not working towards a secondary diploma. However, students in the program are capable of a certain level of independence in the community, either as a future employee or as a volunteer. Although it is a self-contained program, students can be integrated into other classes as is individually appropriate for the particular student. Students are placed in the program based on their individual profile, however all students will have IEPs, and will have been deemed exceptional through the IPRC process, with either a Developmental Disability, a Mild Intellectual Disability, ASD, or Multiple Disabilities. The program is a 2 class program. The Junior Class, for students who are age appropriate for grades 9 through 12, focuses on solidifying functional, employability skills. Students receive instruction in functional communication, academics, self-care, life and social interaction skills. The Senior program, for students ages 18 to 21, focuses on community connections and involvement, and includes experiential work opportunities and other skill development (ex., bus training). Work-related skills and independence within the community are the primary goal for the older students. In , the program was offered at 2 sites: Sherwood Secondary School and 39

40 Westdale Secondary School. In , the program will be expanded to include programs at Sir Allan MacNab Secondary School and Delta Secondary School. A further program at Saltfleet Secondary School, will be included in , following the completion of an addition at that school. Extensive Support Classes Extensive Support Classes include elementary and secondary Multiple and Developmental classes. These classes are housed within regular schools and best meet the needs of students requiring increased levels of academic and socialization support. Students in Extensive Support programs frequently have needs in addition to developmental disabilities, such as physical disabilities, ASD, or medical needs. Students in Extensive Support Classes have a need for instruction in functional communication, functional academic skills, self-care, life and social interaction skills. They may need a multifaceted approach to educational instruction and may have physical limitations. The services of Specialized Health Support Services from CCAC may also be needed. Students receive support from a special education teacher and EA support appropriate to the needs of the students in the class. Students frequently remain in the classes until the year in which they turn 21. Transition planning, in consultation with the parents/guardians and appropriate community providers, is needed as the students transition to the community. Alternate Reports In the spring of 2012, a committee was struck to explore the possibility of an Alternate Report Card for students in self-contained Developmental, Graduated Support, ASD, Multiple, Secondary Comprehensive classes and students attending Glenwood Special Day School. As the program in these classes is primarily built on objectives that are considered alternative (ie., not based on the Ontario Curriculum), it was felt that a report card that was more aligned with the program would provide parents/guardians with a better understanding of the students growth. The Alternate Report Card is designed to: better connect the student s report with the goals and strategies of the student s IEP; report more specifically on the student s alternative programming; and look like the report card format that all other students receive. For the final reporting period of , the Alternate Report Card was used to report the achievement of students in the above classes. In , an Elementary Alternate Progress Report and a Secondary Interim Report Form were developed and implemented. In , the alternate reporting forms will continue to be used, and an electronic web-based connection to the IEP web-based tool will be explored. Glenwood Special Day School Glenwood Special Day School is a specialized day school setting for students with Extensive Support needs, frequently beyond what can be provided in a regular school setting. The vast majority of students at Glenwood have multiple disabilities. Although the school is located within the west cluster, students from the entire Hamilton-Wentworth District School can be transported to this site. This environment includes both elementary and secondary aged students, most of whom 40

41 require alternative programming and whose profiles may include medical and behavioural needs which are best suited to the utilization of ABA practices. Students frequently have significant physical and/or medical needs. Technology plays an increasingly significant role in program development and implementation. Collaboration with families and community providers is ongoing. Glenwood uses an alternate Report Card designed specifically to facilitate reporting of progress on student IEPs (Individual Education Plans). This report closely parallels system report cards. It provides a picture of student progress and levels of functioning on alternative learning outcomes which are not based on the Ontario Curriculum, but more accurately reflect student needs and programming. Relationships with Third Party Professionals/Paraprofessionals HWDSB developed a procedure to address working relationships with third party professionals / paraprofessionals in , in collaboration with the employee groups representing board social workers, psychologists, speech-language pathologists, and educational assistants. In , the procedure was redeveloped to bring it into accordance with the recently released Ministry of Education Policy/Program Memoranda (PPM) 149: Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals, and Paraprofessionals. The objective of this directive is to provide schools with a framework to manage successful working relationships with third party professionals/paraprofessionals that provide support and/or services to students. The procedures were further reworked in 2011 to include an application process for community professionals and agencies who wish to partner with Board. The purpose of the application process is to ensure adherence to PPM 149 as well as other Board policies and guidelines such as Safe and Caring Schools and the District Mental Health Strategy. The Special Education/Student Services Department offers these support services: Support Service Elementary Secondary Learning Resource Teachers (school-based resource) X X Educational Assistants (school-based resource) X X Psychoeducational Consultants X X Speech-Language Pathologists X X Special Education Consultants X X Social Workers X X Character Network Pathways (behaviour support) Character Network Centres (short-term behaviour intervention) Centres for Success (short-term learning disability intervention) X X X Alternative /Augmentative Communication Team X X 41

42 ASD Spectrum Disorders Team X X Assistive Technology Team X X Itinerant Teachers: Deaf / Hard of Hearing X X Itinerant Teachers: Visual Impairment X X Itinerant Teachers: Empower Reading Program X Itinerant Teachers: Gifted X X Kinesiologist X X Communicative Disorders Assistants X X e) System Programs System Alternative Education Programs HWDSB provides alternative education programming in a variety of ways. The goal is to support students to transition to a regular high school program when they are originally able to do so. All secondary schools offer in-school alternative education programs, primarily beginning in Grade 10, to support students to increase their credit count through credit rescue and credit recovery programming. In addition, more self-contained alternative classrooms are offered for students experiencing social-emotional issues preventing them from fully participating in the regular secondary programming. These programs are located at Dundas Valley (Parkside), Glendale and Barton Secondary Schools in , and will be located at Dundas Valley (Parkside), Glendale and Nora F. Henderson Secondary Schools in In addition to these supports located in secondary schools, a few additional classes are offered at off-site locations, for students who, for various reasons, find it too difficult to attend a regular secondary school setting. These classes are located at the former Vincent Massey School site, at the King William site at the James Street site and at the Centre 3 site (rented spaces within Hamilton). Some of our secondary schools run an after-school program called "Return to Learn" to re-engage Early Leavers and those students in-risk of being early leavers. The program typically draws students who have work or family commitments which prevent them from attending day school. Students come to the school, and are supported by an Alter Ed teacher and several caring adults from a community service group. The program offers nutrition and a one-to-one committed, caring adult able to work through graduation requirements with the student, while developing a plan to address any in-risk factors inhibiting student success. Students begin the program as a way to recover credits, however many students continue in the program in order to earn new credits and meet other graduation requirements. Students working on earning new credits are expected to attend the after-school program 5 afternoons per week. 42

43 The school year is the third year the Turning Point program, located at Mohawk College s Fennell Campus, has been offered. There have been many advantages and partnerships that have formed with Mohawk College which have added to the uniqueness of this program. In the first year Turning Point had 70 graduates, while in the second year there were 68 graduates. Approximately 90% of new Turning Point intakes are not attending a secondary school when they are re-engaged. The Supervised Alternative Learning (SAL) Transition Class is also located on the former Vincent Massey School site. Students attending this program have a SAL Plan that requires them to attend a minimum of 350 minutes of instruction per week. Students who reach this threshold are considered full time students. The student can attend one class daily or stay longer on certain days to make up the required time. Students are encouraged to come to the class as often as possible. The Secondary Foundations program is one of many programs offered within the Secondary System Alternative Education model. Foundations serves students who are in risk situations: who, due to their behaviour, have exhausted both Tier 1 and Tier 2 interventions, and students exiting Section classes and/or Corrections/Custody situations. The goal is to facilitate social /emotional growth and anti-criminalized thinking, in conjunction with assessing and developing literacy, numeracy, and educational pathways over a period of approximately 120 productive hours. Typically 8-10 students are enrolled at a time and program supports include a full time teacher, an educational assistant, a social worker and a part time case worker from the John Howard Society. Upon completion of their hours students will be transitioned to an appropriate educational setting. Educational Programs in Care, Treatment and Corrections Programs HWDSB continues to provide extensive programming for those students whose needs are such that they cannot be met in a regular community school. The Board currently has signed 14 separate Care, Treatment and Corrections Program agreements with 9 different approved community agencies for the delivery of Care, Treatment and Corrections programming in 31different classrooms (5 elementary, 25 secondary) across Hamilton. Of these classes: 17 classes are Treatment classes with foster/mental health agencies (4 elementary & 13 secondary); 5 classes are delivered in Care settings (1 elementary & 4 secondary); and 8 classes are delivered at the secondary level in Corrections sites. The total number of students registered in Care, Treatment and Corrections classes on any given day will vary from approximately 220 to 235 individuals. Over the course of a year three or more times this number of individuals may be served due to high student mobility, especially in custody settings. Grades will extend from the primary to the senior division. As in previous years, reducedday summer programming for students in custody settings is planned. The agencies with whom the Board partnered in the delivery of Care, Treatment and Corrections services in are: Banyan Community Services; Lynwood Charlton Centre; Dawn Patrol Child & Youth Services; Hatts-Off Specialized Services; Hamilton Health Sciences; Salvation Army in Canada; White Rabbit Treatment Homes; 43

44 Woodview Children s Centre; and Grand River Children and Youth Services (note: this program is fully supported by HWDSB funding, while applications have been made to the Ministry of Education to finance this program through Section 23 funding). Support for Care, Treatment and Corrections programs falls within the Hamilton-Wentworth District School Board Leadership and Learning Department. There is a close functional relationship with Special Education Department personnel including the Principal of Special Education and Special Education Consultants. Liaison is enhanced by close administrative and field-level contact between these two program areas and the other departments in the Board s Student Services Division. While a student is registered in a Care, Treatment and Corrections treatment program, case conference, admission/demission procedures and discharge planning necessitates the involvement of and collaboration between Care, Treatment and Corrections and Special Education Consultants. When discussions surrounding programming and planning for transition occur, representation from the various Special Education/Student Services (Psychological Services, Communication Services, Social Work Services) departments may become necessary. Information about students entering community schools from care, treatment, and correctional classrooms is shared with the school often through the Special Education Department. Before and during this reintegration phase, for any given pupil, there is extensive dialogue and considerable documentation (facilitated by Care, Treatment and Corrections staff) involving the multidisciplinary team, the parents/guardians, the home school and the Special Education Department, plus other Student Services personnel as needed. The majority of students in the Board s Care, Treatment and Corrections treatment classes are students with mental health concerns and social/emotional issues. Previously documented assessments detailing academic and treatment issues/concerns accompany the student back into a community school setting and, generally, additional assessment work is not a precondition for admission unless there are significant major changes concerning the student s case. IPRC work and subsequent assessments, if deemed necessary, are undertaken after admission. In almost all cases, there is sufficient documentation derived from pre Care, Treatment and Corrections assessments, combined with treatment plan goals/outcomes, to provide an adequate basis for re-entry into an appropriate community school context. In the case of a student leaving one of the Board s community schools/programs to enter one of its partnership programs in a care, treatment, or correctional facility, information regarding students in need of care and/or treatment is also shared in a similar fashion to that described above for students re-entering community school/programs. The liaison functions previously described are utilized, as needed, for demission from community school/programs and transfer to Care, Treatment and Corrections programming. In all cases, the OSR legislation is the governing document regarding transfer of Special Education Information. The Principal of Special Education and the Principal of Care, Treatment and Corrections Programs carry the primary responsibility to ensure the successful admission or transfer of students from one program to another, under the supervision of the Superintendent with responsibility for Special Education. 44

45 Type of Special Class/Program ASD Class f) Program Numbers and Locations Social Communication Program Speech/Language Class Learning Foundations Class Centre for Success Program Comprehensive Program Comprehensive Class classes: Pr. / Jr. 4 classes: Jr. / Int. 4 classes: Secondary 5 programs Gr. 1 2 programs Gr. 5 & 6 1 class: Pr. / Jr. 9 classes: Jr. 22 classes: Int. 9 classes: Secondary 5 classes: Pr. / Jr. 5 classes: Jr. / Int. 5 classes: Secondary 1 program: Secondary 4 programs Gr. 1 5 classes: Pr. / Jr. 5 classes: Jr. / Int. 5 classes: Secondary 1 program: Secondary 4 programs Gr. 1 5 classes: Pr. / Jr. 5 classes: Jr. / Int. 6 classes: Secondary 1 program: Elementary 2 programs: Secondary 4 programs Gr. 1 1 class: Pr. / Jr. 1 class: Pr. / Jr. 1 class: Pr. / Jr. 3 programs Gr. 5 & 6 8 classes: Jr. 20 classes: Int. 9 classes: Secondary 3 programs Gr. 5 & 6 1 Program Intermediate 7 classes: Jr. 16 classes: Int. 8 classes: Secondary Gifted Centre Program 1 program: Gr. 5 4 programs: Gr. 5 5 programs: Gr.5 4 programs: Gr. 6 4 programs: Gr. 7/8 3 programs Gr. 5 & 6 1 Program Intermediate 6 classes: Jr. 14 classes: Int. 8 classes: Secondary 5 programs: Gr.5 4 programs: Gr. 6 4 programs: Gr. 7/8 Gifted Class 6 classes: Jr. / Int. 6 classes: Jr. / Int. 6 classes: Jr. / Int. 6 classes: Jr. / Int. Deaf/Hard of Hearing 1 program: Pr. / Jr. 1 program: Pr. / Jr. 1 program: Pr. / Jr. 1 program: Pr. / Jr. Program Character Network: 3 programs: Pr. / Jr. 3 programs: Pr. / Jr. 3 programs: Pr. / Jr. 3 programs: Pr. / Jr. Centre Program Character Network: Class Program 1 class: Pr. / Jr. 4 classes: Jr. / Int. 2 classes: Pr. / Jr. 6 classes: Jr. / Int. 2 classes: Pr. / Jr. 6 classes: Jr. / Int. 3 classes: Pr. / Jr. 6 classes: Jr. / Int. Character Network: 1 class: Jr. / Int. 1 class: Jr. / Int. 1 class: Jr. / Int. Foundations Class Graduated Support Program 1 program: Secondary 2 programs: Secondary 3 programs: Secondary 4 programs: Secondary Developmental Class 3 classes: Pr./Jr. 4 classes: Int. 7 classes: Secondary 2 classes: Pr./Jr. 3 classes: Int. 6 classes: Secondary 2 classes: Pr./Jr. 3 classes: Int. 6 classes: Secondary 2 classes: Pr./Jr. 3 classes: Int. 6 classes: Secondary Multiple Class 2 classes: Pr. / Jr. 2 classes: Pr. / Jr. 2 classes: Pr. / Jr. 2 classes: Pr. / Jr. Glenwood Special Day School System Alternative Education Supervised Alternative Learning 9 classes: 4 developmental 5 multiple 9 classes: 3 developmental 5 multiple 1 ASD 9 classes: 3 developmental 5 multiple 1 ASD 9 classes: 3 developmental 5 multiple 1 ASD 18 secondary classes 18 secondary classes 17 secondary classes 16 secondary classes 1 secondary Transition class 2 Outreach classes 1 secondary Transition class 2 Outreach classes 1 secondary Transition class 2 Outreach classes 1 secondary Transition class 2 Outreach classes 45

46 Specific School Locations Type of Special Class/Program ASD Class classes: Pr. / Jr. Billy Green Dr. Davey Queen Victoria Westwood 5 classes: Pr. / Jr. Bellmoore Dr. Davey Mount Albion Queen Victoria Westwood 5 classes: Pr. / Jr. Bellmoore Dr. Davey Mount Albion Queen Victoria Westwood 5 classes: Pr. / Jr. Bellmoore Memorial (city) Mount Albion Queen Victoria Westwood 4 classes: Jr. / Int. Billy Green Dr. Davey Queen Victoria Westview 5 classes: Jr. / Int. Ancaster Senior Dr. Davey Mount Albion Queen Victoria Westview 5 classes: Jr. / Int. Ancaster Senior Dr. Davey Mount Albion Queen Victoria Westview 5 classes: Jr. / Int. Ancaster Senior Memorial (city) Mount Albion Queen Victoria Westview Social Communication Program Speech/ Language Class Learning Foundations Cl. Centre for Success Program Comprehensive Program Comprehensive Class 4 classes: Sec. Glendale (2 classes) Hill Park MacNab 5 programs: Gr. 1 Cathy Wever Franklin Road Green Acres Queen Victoria Prince Philip 2 programs: Gr.5/6 Elizabeth Bagshaw Linden Park 1 class: Pr. / Jr. Linden Park 9 classes: Jr. Bennetto Billy Green Earl Kitchener Hillcrest Holbrook Linden Park Queen Mary Riddell 5 classes: Sec. Glendale (2 classes) Hill Park MacNab (2 classes) 1 Program: Sec. Ancaster High 4 programs: Gr. 1 Franklin Road Green Acres Queen Victoria Prince Philip 1 class: Pr. / Jr. Linden Park 3 programs: Gr.5/6 Elizabeth Bagshaw Guy Brown Linden Park 8 classes: Jr. Bennetto Billy Green Earl Kitchener Hillcrest Holbrook Linden Park Queen Mary Riddell 5 classes: Sec. Glendale (2 classes) Hill Park MacNab (2 classes) 1 Program: Sec. Ancaster High 4 programs: Gr. 1 Franklin Road Green Acres Queen Victoria Prince Philip 1 class: Pr. / Jr. Linden Park 3 programs: Gr.5/6 Elizabeth Bagshaw Guy Brown Linden Park 1 Program: Int. Chedoke 7 classes: Jr. Bennetto Billy Green Buchanan Park Earl Kitchener Hillcrest Holbrook Linden Park 6 classes: Sec. Glendale (2 classes) N.F. Henderson MacNab (2 classes) Waterdown 1 Program: Elem. Queensdale 2 Programs: Sec. Ancaster High Glendale 4 programs: Gr. 1 Franklin Road Green Acres Queen Victoria Rousseau 1 class: Pr. / Jr. G.L. Armstrong 3 programs: Gr.5/6 Elizabeth Bagshaw Guy Brown Linden Park 1 Program: Int. Chedoke 6 classes: Jr. Bennetto Billy Green Buchanan Park Earl Kitchener Hillcrest Holbrook 46

47 Type of Special Class/Program Yorkview Comprehensive (cont.) 22 classes: Int. Adelaide Hoodless Billy Green Cathy Wever Chedoke (2 classes) Dalewood Elizabeth Bagshaw Gatestone G.L. Armstrong Green Acres Hillcrest (2 classes) Memorial (city) Mount Albion Prince of Wales Queen Mary R.A. Riddell Ryerson (2 classes) Sir W. Osler Spencer Valley W.H. Ballard 20 classes: Int. Adelaide Hoodless Billy Green Cathy Wever Chedoke (2 classes) Dalewood Elizabeth Bagshaw Gatestone G.L. Armstrong Green Acres Hillcrest Memorial (city) Prince of Wales Queen Mary R.A. Riddell Ryerson Sir W. Osler Spencer Valley Templemead W.H. Ballard 16 classes: Int. Adelaide Hoodless Billy Green Cathy Wever Chedoke Dalewood Elizabeth Bagshaw Gatestone G.L. Armstrong Green Acres Hillcrest Memorial (city) Ryerson Sir W. Osler Spencer Valley Templemead W.H. Ballard 14 classes: Int. Billy Green Cathy Wever Chedoke Dalewood Elizabeth Bagshaw Gatestone G.L. Armstrong Green Acres Hillcrest Ryerson Sir W. Osler Spencer Valley Templemead W.H. Ballard 9 classes: Sec. Barton Churchill Delta (2 classes) Hill Park MacNab Orchard Park Parkside Parkview 9 classes: Sec. Barton Churchill Delta (2 classes) Hill Park MacNab Orchard Park Parkside Parkview 9 classes: Sec. Barton Churchill Delta (2 classes) Hill Park Orchard Park MacNab Parkside Parkview 8 classes: Sec. Churchill Delta Dundas Valley Henderson (2 classes) Macdonald Mountain Orchard Park Gifted Centre Program 1 program: Gr. 5 Various locations 4 programs: Gr. 5 Various locations 5 programs: Gr.5 4 programs: Gr. 6 4 programs: Gr. 7/8 Various locations 5 programs: Gr.5 4 programs: Gr. 6 4 programs: Gr. 7/8 Central location Gifted Class 6 classes: Jr. / Int. Dalewood (2 classes) Dundas Central Holbrook W.H. Ballard Westview 6 classes: Jr. / Int. Dalewood (2 classes) Dundas Central Holbrook W.H. Ballard Westview 6 classes: Jr. / Int. Dalewood (2 classes) Holbrook WH Ballard(2 classes) Westview 6 classes: Jr. / Int. Dalewood (2 classes) W.H. Ballard(2 classes) Westview (2 classes) Deaf/Hard of Hearing Program 1 program: Pr. / Jr. Queensdale 1 program: Pr. / Jr. Queensdale 1 program: Pr. / Jr. Queensdale 1 program: Pr. / Jr. Queensdale Character Network: Centre Program 3 programs: Pr./Jr. Glen Brae Mountview Parkdale 3 programs: Pr./ Jr. Glen Brae Mountview Parkdale 3 programs: Pr./ Jr. Glen Brae Mountview Parkdale 3 programs: Pr./ Jr. Mary Hopkins Mountview Parkdale 47

48 Type of Special Class/Program Character Networks: Classes class: Pr. / Jr. Lincoln Alexander 2 classes: Pr. / Jr. Glen Echo Lincoln Alexander 2 classes: Pr. / Jr. Glen Echo Lincoln Alexander 3 classes: Pr. / Jr. Glen Echo Lincoln Alexander Greenleaf Character Network: Foundations Class Graduated Support Program * Developmental Class 4 classes: Jr. / Int. Bennetto Cardinal Heights Queen Victoria Sir Wilfrid Laurier 1 program: Sec. Westdale 3 classes: Pr. / Jr. Beverly Central Highview Woodward 6 classes: Jr. / Int. Bennetto Cardinal Heights Glen Brae Lisgar Ryerson Sir Wilfrid Laurier 1 class: Jr. / Int. Lisgar 2 programs: Sec. Sherwood Westdale 2 classes: Pr. / Jr. Beverly Central Woodward 6 classes: Jr. / Int. Adelaide Hoodless Cardinal Heights Glen Brae Lisgar Ryerson Sir Wilfrid Laurier 1 class: Jr. / Int. Lisgar 2 programs: Sec. Sherwood Westdale 2 classes: Pr. / Jr. Beverly Central Woodward 6 classes: Jr. / Int. Adelaide Hoodless Cardinal Heights Glen Brae Lisgar Ryerson Sir Wilfrid Laurier 1 class: Jr. / Int. Lisgar 4 programs: Sec. Delta MacNab Sherwood Westdale (Saltfleet: ) 2 classes: Pr. / Jr. Beverly Central Woodward 4 classes: Int. Highview Hillcrest Mount Albion Spencer Valley 3 classes: Int. Hillcrest Mount Albion Spencer Valley 3 classes: Int. Hillcrest Mount Albion Spencer Valley 3 classes: Int. Hillcrest Mount Albion Spencer Valley Multiple Class 7 classes: Sec. Ancaster High Churchill (2 classes) MacNab Orchard Park Sherwood (2 classes) 2 classes: Pr. / Jr. Huntington Park Queen Mary 6 classes: Sec. Ancaster High Churchill (2 classes) MacNab Orchard Park Sherwood 2 classes: Pr. / Jr. Huntington Park Queen Mary 7 classes: Sec. Ancaster High Churchill (2 classes) MacNab Orchard Park Parkside Sherwood 2 classes: Pr. / Jr. Huntington Park Queen Mary 6 classes: Sec. Ancaster High Churchill (2 classes) Dundas Valley Orchard Park Sherwood 2 classes: Pr. / Jr. Huntington Park Queen Mary Glenwood Special Day School System Alternative Education 9 classes: 4 developmental 5 multiple 18 secondary classes: 5 Crestwood 4 King William 4 James Street 9 classes: 3 developmental 5 multiple 1 ASD 18 secondary classes: 2 Vincent Massey 4 King William 3 James Street 9 classes: 3 developmental 5 multiple 1 ASD 17 secondary classes: 2 Vincent Massey 4 King William 3 James Street 9 classes: 3 developmental 5 multiple 1 ASD 17 secondary classes 2 Vincent Massey 4 King William 3 James Street 48

49 Type of Special Class/Program Supervised Alternative Learning Turning Point 1 Parkside 1 secondary Transition class 1 Crestwood 4 Turning Point 1 Parkside 2 Glendale 2 Barton 1 secondary Transition class 1 Vincent Massey *Each Graduated Support Program has two classes. Cluster Locations a) NORTH CLUSTER Delta Comprehensive Graduated Support 4 Turning Point 1 Parkside 1 Glendale 1 Barton 1 NuDeal 1 secondary Transition class 1 Vincent Massey 1 Parkside 1 Glendale 1 Barton 1 NuDeal 1 secondary Transition class 1 Vincent Massey Memorial City Adelaide Hoodless Queen Mary Prince of Wales (JK-8) (JK-8) (JK-8) (JK-8) ASD (2 classes) Character Networks Multiple A.M. Cunningham (JK-5) Sir John A. Macdonald Comprehensive (ESL focus) Bennetto Cathy Wever Dr. Davey Hess Street Queen Victoria Jr. Comprehensive Int. Comprehensive ASD 2 classes Speech/Language Glendale ASD (2 Classes) Social Communication System Alternative Program Elizabeth Bagshaw Glen Brae Lake Avenue Sir Wilfrid Laurier (JK-8) (6-8) (JK-8) (JK-8) Int. Comprehensive Centre for Success Program Character Networks Character Networks Glen Echo (JK-5) Character Networks Sir Isaac Brock (JK-5) 49

50 Sir Winston Churchill Comprehensive Developmental (2 classes) Hillcrest Viscount Montgomery W.H. Ballard (JK-8) (JK-8) (JK-8) Jr./Int. Comprehensive (2 6-8 Gifted (2 classes) classes) Int. Developmental Int. Comprehensive Woodward Ave. (JK-5) Developmental Roxborough Park (JK-5) Rosedale (JK-5) Parkdale (JK-5) Character Networks Centre Program Orchard Park Comprehensive Developmental Collegiate Ave. Eastdale Green Acres Memorial Stoney Creek Mountain View R.L. Hyslop Winona (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) Comprehensive Speech/Language b) SOUTH CLUSTER Nora F. Henderson Comprehensive (2 classes) ASD System Alternative Program Mountain Comprehensive Templemead Cardinal Heights Helen Detwiler Ray Lewis C.B. Stirling (JK-8) Int. Comprehensive (6-8) Character Networks (JK-8) (JK-8) (JK-8) Pauline Johnson Linden Park Ridgemount Lincoln Alexander (JK-5) (JK-6) Centre for Success Program (JK-6) (JK-6) Character Networks 50

51 Sherwood Developmental Graduated Support Franklin Road Highview Huntington Park Lawfield Lisgar (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) Multiple Character Networks C.N. Foundations Elem. Gateway Richard Beasley (JK-5) Sir Allan MacNab ASD (2 classes) Graduated Support Chedoke Gordon Price G.L. Armstrong Westview R.A. Riddell (JK-8) (JK-8) (JK-8) (6-8) (JK-8) Int. Comprehensive Int. Comp. Program Foundations Int. Comprehensive ASD Gifted (2 classes) Mountview Eastmount P. Queensdale J. MacDonald Holbrook Westwood Buchanan Park (JK-6) (JK-6) (JK-6) (JK-6) (JK-6) (JK-5) (JK-6) Character Network Centre Program Deaf/ Hard of Hearing Program Social Communication Jr. Comprehensive ASD Jr. Comprehensive Saltfleet (Graduated Support in ) Gatestone Billy Green Janet Lee Mt. Albion Tapleytown Bellmoore M. Jean (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) (1-6) Int. Comprehensive Jr. Comprehensive Int. Comprehensive ASD (2 classes) Developmental ASD 51

52 c) WEST CLUSTER Ancaster High Developmental Social Communication Ancaster Meadow Ancaster Senior Mount Hope (JK-8) (7-8) (JK-8) ASD C.H. Bray Fessenden Queen s Rangers Rousseau (JK-6) (JK-6) (JK-6) (JK-6) Speech/Language Dundas Valley Comprehensive Developmental System Alternative Program Dr. John Seaton (JK-8) Spencer Valley (6-8) Sir W. Osler (JK-8) Int. Comprehensive Dundas Central (JK-8) Beverly Central (JK-5) Developmental Greensville (JK-5) Millgrove (JK-5) Dundana (JK-5) Yorkview (JK-5) Waterdown ASD A.A. Greenleaf (JK-8) Character Networks Guy B. Brown (JK-8) Centre for Success Program Flamborough Centre (JK-8) Balaclava (JK-8) Mary Hopkins (JK-5) Character Networks Centre Program 52

53 Westdale Graduated Support Norwood Park (JK-8) Dalewood (6-8) Int. Comprehensive Gifted (2 classes) Ryerson (JK-8) Int. Comprehensive Character Networks Cootes Paradise (JK-5) Central (JK-5) Earl Kitchener (JK-5) Jr. Comprehensive Strathcona (JK-5) SYSTEM SUPPORT CLASSES Glenwood Special Day School Vincent Massey Site King William Site James Street Site Mohawk College Site Nu Deal Site 3 developmental classes; 5 multiple classes; 1 ASD class Secondary Gateway; Supervised Alternative Learning (SAL); 2 Alternative Education Classes Secondary Gateway; Secondary Foundations Class 3 Alternative Education Classes 3 Alternative Education Classes 4 Alternative Education Classes 1 Alternative Education Class 5. Special Education Staffing Staff Development The goal of staff development is to increase staff expertise and capacity (i.e. knowledge and skills) in order to provide appropriate support and programming for students who are at-risk and/or have special education needs. It is important that staff development be provided for the system by Special Education/Student Services staff. However, it is equally important that Special Education / Student Services staff receive professional development in order to increase their knowledge and ability to provide expertise to the system that is relevant and current. The following staff development sessions/opportunities were provided to the system in : Special Education Staff: Sped Assist Training for new LRTs and Special Class Teachers Individual Education Plan (IEP) standards esis training for Learning Resource Teachers Special Education Regional Consultants and Coordinators Conference Moderation process for Levels of Need with School Teams IPRC training for School Administrators chairing system IPRCs Woodcock-Johnson III (WJIII) Training for new LRTs in conjunction with Psychological Services 53

54 IEP writing support at schools Introduction of an IEP for NTIP Working with individual schools to write Behaviour Support Plans Gifted Programming Presentation for Special Class Teachers Introduce HWDSBs new alternate report card and provided time for teachers to consolidate their understanding Introduced Transition for Inclusive Pathways (TIPs) materials Informed SEAC members about new special education system initiatives, (CN, Learning Foundations, Gifted Centres, Transitions) Fetal Alcohol Spectrum Disorder and our Schools Transitioning Inservices to parents of students with developmental disabilities done in conjunction with Contact Hamilton and HWCDSB Non Violent Crisis Intervention (NVCI) Training, NVCI-ASD and NVCI Verbal Intervention Behaviour Management System Training (BMST) Tier 2 Behavioural Intervention for compliance training Gifted Itinerant Teacher support for IEP planning schools Psychological Services Staff: Canadian Cognitive Abilities Test (CCAT) training for Learning Resource Teachers Inservices on sharing resources and ideas for teachers of Gifted Special Classes Understanding the Gifted / LD Student Coffee houses on gifted learners: characteristics of the gifted learner, social-emotional well-being of gifted students Coordinating the Gifted Outreach Conference Understanding the Gifted Learner for Parents Various learning profiles (MID, LD, and gifted) to occasional teachers and EAs Understanding your son s/daughter s LD profile for parents Assistive technology using the ipad for LD students Anxiety module to school staffs Woodcock-Johnson III (WJIII) training for Learning Resource Teachers Mentally Health and Fostering Resiliency for Classroom teachers and parents Applied Suicide Intervention Skills Training (ASIST) to the system Participation in workshops for parents and school staff within the Secondary Social Communication Program Learning Disabilities student focused workshop for LD students in the Centre for Success classes Learning Disabilities presentations to Teachers, Parents of LD students in the Centre for Success classes, and at other teacher staff meetings ASD Services Staff: Supporting LRT Inservices IEP writing Structured Teaching Hess Street (staff) Structured Teaching Bellmoore (staff) Expected/Unexpected Behaviour Memorial Stoney Creek (students and teacher) Supporting Your Student with Autism Spectrum Disorder (Autism 101): o Hillcrest (2 students) and Bennetto x2, West Cluster Mary Hopkins, Prince Philip and Parkside x2, South Cluster Lawfield 54

55 Memorial Stoney Creek Overview of Autism (staff) Alternate Report Card Special Class Teachers Social Communication Program Inservice for LRTs STACK Lessons Eastdale x 4 (students and teacher) The Incredible 5 Pt. Scale Eastdale x2 (students and teacher) The Incredible 5 Pt. Scale Adelaide Hoodless x 2 (students and teacher/ea) The Incredible 5 Pt. Scale Queen Mary (students and teacher/ea) The Role of the Educational Assistant x 2 Prince of Wales (staff) Sir Winston Churchill Overview of Autism STACK Lessons ipad Training SSCP Parent Information Night STACK: Niagara District School Board PLC Meetings ASD Special Class Teachers o Westview Movement Curriculum o Glenwood Technology o Glendale Data Collection In partnership with Chedoke McMaster/HWDSB provided: o Overview of Autism x 2 sessions o Helping Your Students Understand Autism x 2 sessions o Challenging Behaviours Series x 3 sessions HWDSB After School Sessions Maple Lane o Structured Teaching fall and winter session x 2 o NVCI and NVCI Autism Training o Overview of Autism fall and winter session x 2 o Helping Your Students Understand Autism fall and winter session x 2 o Challenging Behaviours fall, winter and spring session x 3 Social Work Services Staff: Positive School and Classroom Climate Domestic Violence Presentation Numerous presentations on mental health awareness and literacy, including Mentally Healthy Classroom, Anxiety and Suicidal Behaviour Duty to Report Child in Need of Protection Role of Social work Peer Mediation Bullying and Anti-Violence Forums and Presentation Attendance in-services pertaining to new legislation Fetal Alcohol Syndrome Disorders (FASD) presentation Communication Services Staff Making it KLLIC! Kindergarten Language and Literacy in the Classroom Class Act Phonological Awareness Activities Phonological Awareness in the Classroom Differentiated Instruction for Oral Language Skill Development 55

56 START (Structural Reading Activities to Read Together) Reading Program Savvy Signing An Introduction to Sign Language (6 week course) Kindergarten Intake Kits for Special Needs Oral Motor Skill Development Functional Independent Skills Handbook (FISH) Enhanced Bridge Reading Program Curriculum-based Visual Material Differentiated Instruction for At Risk Readers Apps for oral language and early literacy Selective mutism Voice, resonance and fluency disorders in children Curriculum-based resources for Literacy Augmentative and alternative standardized materials All Special Education/Student Services staff participated in the following staff development sessions/opportunities in : Anaphylaxis Safe Schools WHMIS Training Care, Treatment and Corrections Staff Promoting Positive Behaviour Report Card Expectations Woodcock Johnson Assessment Restorative Justice Awareness Use of I-Pad in the Classroom Measuring Student Success TLCP in Literacy elementary Education Plans Psychological Services Staff: Early Literacy, Teaching Strategies and Progress Monitoring Engaging the Gifted Learner Applied Suicide Intervention Skills Training (ASIST) Anxious Kids and Anxious Families, strategies that work for school and home Training Workshop on specific psychological assessment measures Alternative Education HWDSB Mental Health Strategy and Suicide Prevention Protocol Ontario Disability Support Program Language difference from language learning disabilities in English Language Learners Transitions from elementary to secondary school in HWDSB Augmentative/Alternative Communication Jurisprudence (e.g., consent and confidentiality issues) and Best Practices ASD Services Staff: Woodview Conference CBT Training Cognitive Coaching and Adaptive Schools Turn It On Using Movies and YouTube to support Social Learning for Students with Autism Spectrum Disorder 56

57 Complex Behaviours: What To Do After You have Tried Everything K-12 Language Conference: Literacy Development Geneva Center: Summer 2014 Hanen Training: Communicating Together for EAs TEAACH, UNC Social Work Services: Cognitive-Behaviour Therapy Training Ontario Association for Counselling and Attendance Services Numerous workshops/presentations related to mental health Numerous workshops/presentations related to child behaviour How to support victims of crime Respond, Reflect, Recharge Compassion Fatigue School Refusal and non-attendance Motivational Interviewing Applied Suicide Intervention Skills Training Violent Threat Risk Assessment training Numerous workshops and conferences on Suicidal Behaviour and Self Harm Training specific to boys who struggle in school 57

58 Special Education Staff: Elementary Panel 13/14 14/15 Staff Qualifications Self-Contained Class Teachers Special Education Additional Qualifications Learning Resource Teachers Special Education Additional Qualifications Principal: Special Education Services Principals I-II Special Education Consultants Special Education Specialist Itinerant Teachers: Deaf/Hard of Hearing Special Education Additional Qualifications Itinerant Teachers : Blind/Low Vision Special Education Additional Qualifications Itinerant Teachers: Augmentative Commun Special Education Additional Qualifications Itinerant Teachers: ASD Spectrum Disorder Special Education Additional Qualifications Itinerant Teachers: Character Networks Special Education Additional Qualifications Itinerant Teachers: Centre for Success Special Education Additional Qualifications Itinerant Teacher: Assistive Technology Consultant: Assistive Technology Itinerant Teachers: Empower Trainers Special Education Additional Qualifications Itinerant Teachers: Gifted Special Education Additional Qualifications Educational Assistants: Special Education College Training Certificate Communication Disorders Assistants College Training Certificate Kinesiologist B.A.; Kinesiology Certification Manager: Psychological Services O.5 O.5 Psychologist Psychoeducational Consultants Master of Psychology Manager: ASD Services Speech-Language Pathologist Manager: Communication Services Speech-Language Pathologist Speech-Language Pathologist Speech-Language Pathologist Manager: Social Work Services Master of Social Work Social Workers Master or Bachelor of Social Work Mental Health ASSIST Lead Master of Social Work Mental Health Strategy Implementation Lead Master of Psychology Special Education Staff: Secondary Panel 13/14 14/15 Staff Qualifications Self-Contained Class Teachers Special Education Additional Qualifications Learning Resource Teachers Special Education Additional Qualifications Principal: Special Education Principals I-II Special Education Consultants Special Education Specialist Itinerant Teacher: Deaf/Hard of Hearing Special Education Additional Qualifications Itinerant Teacher: Blind/Low Vision Special Education Additional Qualifications Itinerant Teachers: Augmentative Commun Special Education Additional Qualifications Itinerant Teachers: ASD Spectrum Disorder Special Education Additional Qualifications Itinerant Teacher: Assistive Technology Consultant: Assistive Technology Educational Assistants College Training Certificate Kinesiologist B.A.; Kinesiology Certification Manager: Psychological Services O.5 O.5 Psychologist Psychoeducational Consultants Master of Psychology Manager: ASD Services Speech-Language Pathologist Manager: Communication Services Speech-Language Pathologist Speech-Language Pathologist Speech-Language Pathologist Manager: Social Work Services Master of Social Work Social Workers Master or Bachelor of Social Work Mental Health ASSIST Lead Master of Social Work Mental Health Strategy Implementation Lead Master of Psychology 58

59 a) Special Equipment Amount (SEA) st Century Learning HWDSB purchases specified equipment for students with special education needs in order for these students to be able to access the Ontario Curriculum and/or to attend school. As per Ministry direction, HWDSB is expected to make cost effective choices about acquiring appropriate equipment and will ensure that students (where appropriate), teachers and board staff who work with the student have received training in order to make the best use of the equipment. HWDSB Board responsibilities include ensuring that: equipment is functioning properly and that the equipment is meeting students needs; equipment is replaced as required when students outgrow equipment or when equipment wears out through use; upgrades and refurbishment are considered as an option before replacement; equipment is reused by/transferred to other students when no longer required by the student for whom it was purchased; efforts are made to share equipment among several students when appropriate and possible; and reasonable efforts are made to acquire a fair market value when disposing of used equipment. The need for special equipment must be supported by the IEP for the student. The IEP must demonstrate that the student is using the equipment, and, where appropriate, that the student is using the equipment for provincial testing. Special Equipment Amount (SEA) Funding HWDSB allocates internally funds to support the costs associated with purchasing equipment for students with special needs who require it. In addition, the Ministry provides Special Equipment Amount (SEA) funding to school boards to assist with the costs of equipment essential to support students with special education needs where the need for specific equipment is recommended by a qualified professional. The Board receives a SEA per pupil amount allocation of $10,000 plus an amount based on the Board s average daily enrolment for computer related equipment. For non-computer based equipment, the Board is responsible for the first $800. Anything in the excess of this amount is covered by the SEA claim. The Board is responsible for: the purchase of equipment that costs less than $800 for students who require low-cost items; insurance costs; consumables such as toner and paper for printers; the cost of parts for upgrading or refurbishing equipment; and staff costs for managing and purchasing equipment, set-up, repairs and training. Students do not have to be identified as exceptional students through the Identification, Placement, and Review Committee (IPRC) process for boards to apply for SEA funding, but their need for equipment must be recommended by a relevant qualified professional and the equipment cannot be available through the board s regular funding arrangements. Prior to ordering, a trial period occurs in order to determine the benefits of the recommended equipment. 59

60 Eligible equipment includes items required to meet students personal care and safety needs such as lifts. Other examples of eligible expenses include: FM systems; soundfield systems; print enlargers for students with low vision; computer hardware; software that provides access to curriculum (e.g., operating systems and accessibility programs); adjustable desks or computer tables; Braillers; symbol or letter voice translators; communication aids; positioning devices for sitting, standing and lying; personal care items; lifts or harnesses for moving students; warranties; and/or service contracts for technology where possible, equipment is to be shared among several students where possible, SEA equipment will be re-used. b) System Alignment: 21 st Century Learning Strategy HWDSB is committed to creating a personalized, collaborative, inquiry based learning environment for all students. Currently, we provide our students with the opportunity to engage in their learning through experiential learning, and learning in a virtual environment. Student achievement and engagement will increase in blended learning environments where effective instruction is enhanced by technology. Collaborative learning environments describe a learning process in which students and educators work together to solve problems, using a variety of information sources and resources. Collaborative learning environments require new roles for students and for educators. This change acknowledges the multitude of information sources available to our students, and must include the development of critical thinking skills that enable all our students to learn to distinguish credible, reliable information from speculation and misinformation. Giving our students the opportunity to collaborate with classmates, educators, and others around the world, will afford students multiple opportunities to develop learning relationships. Technology enhances collaborative learning by allowing students to find resources and information from a broad spectrum of sources. Assistive technology is good for and can be used by all students, while for many students with special education needs this technology is essential for accessing curriculum. For , the goal is to ensure that tablet technology provided to schools as part of our increased use of technology to enhance the collaborative learning process will also include assistive apps and programs in order for all students to be able to make use of technology in an inclusive setting: good for all; essential for some. 60

61 7. Transportation for Students with Special Needs The Board-designated school for Special Education students will be the school at which the student is placed in a self-contained classroom as determined by the Identification Placement and Review Committee, which may be the student s home school or another school location. Eligibility for transportation services will be dependent on an assessment of the individual student s physical and/or intellectual capabilities. This may result in the placement being in the closest accessible environment, should the home school not meet the student s accessibility requirements. As well, students with special needs who attend their own home school, but are limited by conditions relating to intellectual, physical, emotional or severe communication challenges may also receive special transportation to and from school. The request for this personalized transportation service is initiated by the school principal and must be supported by the appropriate Superintendent of Education. Students in Care, Treatment and Correctional Facilities and students attending Provincial and Demonstration Schools are eligible to receive transportation services. Access to transportation is initiated through a request by the Principal through Special Education/Student Services to Transportation Services. For students enrolled in the Gateway program (for suspended and/or expelled students), the parent will arrange for the transportation of his/her child to and from this temporary placement. However, personalized transportation may be considered for the Gateway program or other Ministry programs if extenuating circumstances exist, as long as it is supported by the appropriate Superintendent of Education. For students attending elementary Centre Programs (Centres for Success; Character Network Centres; Gifted Centres), transportation is offered to these locations if necessary. In most cases, students are transported in the most cost-effective manner possible. However, from time to time, students may be transported in smaller groups, or individually. Decisions regarding mode of transportation are made by Transportation Services, in consultation with the school and/or Special Education/Student Services and the parent/guardian. Vehicles a) All vehicles used for transporting pupils must be properly licensed and equipped according to current Provincial and Municipal regulations. b) The interior of the vehicle is to be maintained in a clean and sanitary condition. c) The vehicle must be maintained in good mechanical repair to provide optimum safe and trouble-free service. d) Vehicles will carry no more pupils at anyone time than the licensed seating capacity of any such vehicle. e) All vehicles must be equipped with an operable two-way radio capable of direct contact with the Operator's dispatch centre. f) All vehicles exceeding a seven-person capacity will be equipped with an operable reverse movement alarm. g) All vehicles must meet all CSA-D250 and D-409 standards. h) All vehicles exceeding a sixteen-person capacity will be painted in the chrome yellow school bus colour. 61

62 i) No vehicle with greater than a seven-person capacity shall be older than ten years from the date of manufacturer. j) No vehicle with less than eight-person capacity shall be older than eight years from the date of manufacturer. k) The Operator will provide a video camera housing unit on every vehicle exceeding a 24- passenger capacity. If space permits and at the request of the Board the Operator will provide video camera housing units in vehicles with less than a 24-passenger capacity. The Board will provide the housing units for installation by the Operator. The Board will provide some video cameras for use on vehicles where the Principal has granted permission for such use. The Operator may choose to supply additional cameras at it's own expense, however those will only be used with the permission of the school Principal. l) Wheelchair accessible vehicles will be equipped with an emergency blanket located by the rear door. m) Safety harness use must be approved by the Superintendent with responsibility for Special Education. Drivers a) Each driver shall have and maintain in good standing at all times, licenses required by the Public Vehicles Act, the Highway Traffic Act or any Regulations to either statute, or any Municipal By-law. b) No smoking of any substance is permitted at any time. The driver will not eat or drink while transporting pupils. Profane or abusive language in front of the pupils will not be tolerated. c) Drivers are not to reward or discipline the pupils in any way. Any problem with the pupil should be reported to the school Principal. The Operator must supply the driver with an appropriate supply of Student Misconduct Reports for completion and submission to the school Principal. The Board shall supply the Operator with the revised "Code of Conduct on School Buses of the Board, and each driver is to be made aware of the Code of Conduct. d) The flashing signals lights shall be activated when the vehicle is stopped to pick up or discharge pupils. e) The vehicle ignition is to be turned off and the ignition key removed by the driver when leaving the vehicle. f) All breakdowns or delays, which will cause the pupils to arrive later than usual at school or at home, must be reported by the driver to the key person in time for him to notify the Principal. g) All drivers must wear an identification badge which includes the following information: a. company name and logo; b. driver name; and c. photograph. h) The Operator acknowledges that the Board has the right to require the removal of any driver from any trip. i) The Operator will conduct or arrange for the training of each driver such that he/she is ably skilled in all emergency situations which include: bus/vehicle evacuation, defensive driving, basic first aid and epi-pen administration. In the case of wheelchair vehicles, this will also include the loading and unloading of students, manual ramp operation and tie-down procedures. 62

63 j) The Operator will conduct criminal checks/vulnerable person checks on all the drivers and notify the Board when any employee's record could place the safety of pupils at risk. k) The Driver will ensure that all students disembark the vehicle at the end of each trip. l) The Operator will train drivers in the inspection requirements under the Regulations to the Highway Traffic A 8. Transition Planning Transition planning for students with special education needs begins with the student s entry to school and continues throughout their school career until the student exits from school. Transition planning is an important process for all students. Entry to School Process In the HWDSB engages in a collaborative partnership with our community with regard to the entry to school process for students with special needs who have been involved with community partners. A committee with representation from the Hamilton-Wentworth District School Board, Hamilton-Wentworth Catholic District School Board, Community Care Access Centre (CCAC), McMaster Children s Hospital, Early Words, the City of Hamilton, Early Childhood Integration Support Services, District Council of Co-operative Pre-schools, and Community Living meet to implement the process for a smooth transition into school. This entry to school process was developed to build parent confidence by communicating the programs, supports and services that are available to students in schools. It also assists the schools to have available the resources required for September when the student arrives. The committee begins meeting in September a year prior to the student entering school. In December, an information sheet entitled Tell Us About Your Child (that is to be completed for the designated school board) and an invitation to a Parent/Guardian Information Night (held in January and a part of the Parents as Partners series) is distributed. In the spring, individual intake meetings are held with the parents, individuals they wish to invite, school and board staff, preschool teachers and resource teachers, and case managers from CCAC. Discussions at these meetings focus on the child s strengths and needs, in order to arrange appropriate supports and services to be available in September. With parents /guardians consent, school staffs are encouraged to visit the student in their pre-school setting. For those students who have not been attending early learning and care environments and are unknown to pre-school providers of services for children with special needs, they can also be included in the entry to school process at any time during the spring. For a few children we are unaware of their special needs until they attend school in the fall and schools and parents/guardians can request a meeting with system support staff to implement specialized programs and services to support the child in the school setting. As well, in the spring the Parents as Partners workshop series for parents of students with special needs offers a Kindergarten Program evening at school. During this evening, parents get the chance to see several Kindergarten classrooms, talk with Kindergarten Educators to help them understand how the Full Day Kindergarten (FDK) program meets the needs of all students and meet other parents. A light dinner and child minding is provided. 63

64 Individual Education Plans and Transitions As per Ministry Program/Policy Memorandum 156, all IEPs will include transition plans, as of September 2 nd, 2014 [see section 3: Individual Education Plan (IEP)]. Grade to Grade Transition Process Policy/Program Memorandum 140 requires that school board staff must plan for the transition between various activities and settings involving students with ASD. The HWDSB believes that the transition process is important for all students with special needs. Elementary to Secondary School Transition Students with special needs transitioning from elementary to secondary school have the following components to their transition plan: Same as any other student where appropriate; The Identification, Placement and Review Committee (IPRC) review is held in the Fall of each student s grade eight year with the appropriate secondary special education staff in attendance with parents, other support staff and community services; Transition meetings with secondary schools occur at varying times throughout the grade eight year as determined mutually by the sending and receiving school. Students with special needs are a focus in these discussions to ensure a successful transition; Host secondary schools also host a variety of visits and events to which their incoming grade nine students are invited; Community and Continuing Education (CEC) offers summer school programs in the home secondary school for students entering grade nine. Transition for Inclusive Pathways materials were shared with various stakeholders and are available in the web portal under Special Education Documents. Further inservicing will take place around the use of this resource in the academic year. A Parents as Partners session entitled Transition to Secondary School is offered in a high school in the spring. Parents of students with special needs, in inclusive settings or in a special class, hear an overview of that important process and have the chance to talk with pairs of teachers from elementary, middle, and secondary schools about how they support that important time in their son s or daughter s life. Beyond Secondary School Transitions The transition from school to work, further education, and community living can be particularly challenging for some exceptional students. The probability of a successful transition is significantly increased when schools work with parents/guardians, employers, community agencies, and providers of further education to develop coordinated transition plans for exceptional students. School principals are required to ensure that a transition plan is prepared, as part of the Individual Education Plan (IEP), for each exceptional student who is 14 years of age or older, unless the student is identified as exceptional solely on the basis of giftedness. These requirements are set out in Ontario Regulation 181/98. The Regulation designates the school principal as the individual responsible for ensuring that transition plans are developed and maintained in accordance with the regulation. The process must include consultation with: the parent/guardian (and the student, if age 16 or over); and such community agencies and postsecondary educational institutions as the principal considers appropriate. Students with developmental disabilities usually leave high school in their 21 st year although some students choose to leave earlier. 64

65 Transition from high school can be a very challenging time; uncertainty about the future coupled with the loss of familiarity and routines can be trying. This can also be an exciting time as students and their families anticipate the next phase in their lives. HWDSB will continue in to work with CONTACT Hamilton on new processes for transitioning students with intellectual disabilities from high school to community supports. Transitional Aged Youth (TAY) protocol has been initiated for students between the ages of 14 and 17, via a collaborative community endeavour through the lead agency, Contact Hamilton. Transition plans for students with developmental disabilities will be developed and shared between schools, parents, students and TAY staff. In addition Community Care Access Centre (CCAC) works with HWDSB staff to support the transitioning of students with physical needs from one location to another and from one program or grade to another. This is done through the referral process set up by CCAC. Parents as Partners For , the Parents as Partners program will continue to evolve based on feedback from participants in the program, in order to be responsive to parental needs. Transitions to Post Secondary In , HWDSB will continue to work with community partners to provide transitional supports for students leaving secondary settings. For example, we will continue to work with Hamilton Street Railway (HSR) and other organizations on a bus training program, as well as with Mohawk College on a post-secondary program offered there. 9. Positive School Climate: Integrating Equity, Inclusion, Safe Schools & Mental Health Tiered Intervention Strategy to Promote Positive School Climates To assist in the promotion of positive school climates, including strategies to support mental health & well-being and safe & equitable learning environments, HWDSB staff have focused on: all schools and departments (tier 1); specific support for some schools and students (tier 2); and significant support for a few schools and students (tier 3) Tier 1 programs focus on the promotion of school and department conditions which support the well-being of all students, in all classrooms, in all schools. Tier 2 activities are designed to support some students and schools where a need for specific support has been identified. As with all tier 2 programs, the time-limited strategies in this area are designed to be preventative, such that the students will gain the skills necessary to experience success in the overall school environment. Tier 3 interventions are targeted to assist schools in supporting those few students who present with significant risk factors. Initiatives at this level are specific to the student s need and involve inter-disciplinary support, which may include community partnerships. 65

66 Figure 1 (below) illustrates this tiered approach. Figure 1: Positive School Climate TIER 3 TIER 2 TIER 1 Tier 1 The development of a Positive School Climate (PSC) is a tier 1, proactive response to promote equity, inclusion, mental health/well-being and safe schools. The combination of these results in a tier 1 focus on the elements of social health: a socially healthy environment with socially healthy relationships. This is fundamental to improving student achievement and well-being, as environments with positive climates effectively reduce the number of students presenting with tier 2 and 3 concerns. In HWDSB, the primary focus in our Positive School Climate during , has been the creation of Positive School Climate teams in each school, in order to provide positive and supportive environments in all schools and reduce the number of students requiring more intensive services. Focusing on relationships, school teams selected one area with the intent to take action on this team before the next PSC session. Schools felt supported in the work and were empowered to include a variety of voices (i.e., parents/guardians: students) in their larger PSC school based team. Sessions were intentionally designed for schools to have working time to begin the formation of a school based plan. Positive Action is currently being implemented in 5 schools (Sir Winston Churchill, Roxborough Park, Hillcrest, Chedoke, and Bennetto). HWDSB staff who are Positive Action trainers and coaches ensure ongoing implementation support and capacity for future growth. An implementation evaluation currently underway will provide quantitative and implementation data by June

67 Awareness of social-emotional literacy skills as an evidence-based mental health promotion activity has increased. With a grant from Women4Change, a philanthropic group with the Hamilton Community Foundation, Girls ONLY programming has been introduced to 15 elementary schools and expanded into 10 secondary schools (126 students). A program evaluation, due to be completed in June 2014 will measure the impact on young women s educational goals/destination, peer relationships and self-esteem. As part of this initiative, training has been provided to 70 staff on the why of girl programming, group facilitation skills and the Girls ONLY program activities. We are in the process of strengthening relationships with community agencies that are also providing girl programming with the aim of coordinating programs to reduced duplication and provide services to the greatest number of schools and students. The Kids Have Stress Too/Stress Lessons curriculum is available for teachers in Grade 1-6. The immediate impact of this initiative is a deepened collaborative relationship with Public health. Quantitative and implementation data will be gathered by June As part of increasing educator mental health awareness, the commitment of heightened awareness of every staff person s role in identifying students presenting with concerns of suicide is reflected in the inclusion of the Staff Response to Suicide Concerns Protocol in the mandatory staff training modules. Additionally, school social workers developed and are providing, upon request, a staff suicide awareness session. Mindful that raising awareness about youth suicide commonly increases staff anxiety, we also provided a list of additional educator mental health awareness and literacy resources to deepen understanding of youth suicidality. Anecdotally, greater numbers of students who are experiencing suicidal thoughts and/or behaviours are being identified and social work staff were consulted in more situations. A system wide plan for educator mental health awareness has been developed and disseminated. This plan provides schools with a list of available resources, and provides a direct contact person for each resource. In addition to increasing awareness of resources and providing a direct connection to support staff, this plan harmonizes initiatives and includes multiple departments (Character Network Pathways teachers, Special Education Consultants, Psychoeducational Consultants, Social Work staff, Mental Health Leads) supporting staff learning in coordinated manner. With a Ministry of Education grant to increase teacher capacity in suicide prevention and intervention, we trained nine HWDSB staff as SafeTalk trainers. This increased capacity will allow HWDSB staff to receive training to be alert to individuals thinking about suicide, and to help connect persons at risk with professional support. Tier 2 Applied Suicide Intervention Skills Training (ASIST) prepares caregivers to provide timely suicide interventions. In October, three HWDSB staff became ASIST trainers. Six weeks later, 11 HWDSB staff received their ASIST certificates. Two additional training dates are set for the remainder of the school year. Having HWDSB ASIST trainers has enabled us to increase the number of staff trained, at a reduced cost and in a flexible and responsive manner, to support students who are experiencing distress. Becoming an ASIST trainer has provided growth and development and leadership opportunities for 67

68 staff and is another example of shared and distributive leadership as we build our capacity to support student mental health and well-being. As the Mental Health Strategy is implemented, new tasks and/or changes in practice have resulted. These changes have provided opportunities to focus, expand and/or deepen skills and contributions to student mental health. Coping Power Coping Power is a program, delivered by system mental health professionals in collaboration with school-based teaching staff, to support students to develop strategies to cope with social situations, peer relationships and self-esteem. We continued to offer Coping Power in three elementary schools and at Parkview Secondary. Based on a reflection of our experience with the program, the 32 week program has been condensed into 20 weeks. A new measure was chosen for the outcome evaluation, and we are no long utilizing a control group in the research design. We continue to ask for data from students and teachers with regard to program implementation and student success. Peer Mediation training continued to be provided with an increasing number of schools becoming involved. Research indicates this as one of the most effective prevention strategies related to bullying. Student mediators are trained to then help their younger peers resolve conflict on the playground. The Social Worker for Violence Prevention used a train the trainer model to build capacity with school consultants in order to facilitate the expansion of this program to all elementary schools. Two half-day training sessions were provided for teachers working with these student groups in schools. Peer Mentor training has been provided to grade 7/8 students to teach them the skills needed to help their grade 6 peers adjust to social demands of middle school. As well, peer mentoring programs in secondary schools continue to assist in keeping more students engaged and connected. Tier 3 As part of our collaborative working relationship between HWDSB and the Child and Youth Mental Health Program at McMaster Children s Hospital, Dr. Jennifer McTaggart, psychologist with the 3G inpatient unit, provided two-half days of training on suicide risk assessment for all members of Psychological Services and Social Work Services. Training in suicide risk assessment has helped to establish a common evidence-informed practice response, provided an opportunity for Psychological Services and Social Work Services to work together more closely. There is a great understanding of all types of supports offered by school and system-based staff to support students presenting with mental health and well-being concerns. We are currently working on a protocol regarding school response to suicidal behaviour that identifies how, and under what circumstances, HWDSB system staff will be consulted to provide an assessment and offer support to youth presenting with concerns of suicide. The Suicide Risk Assessment Working Group (consisting of managers and representatives of Psychological Services and Social Work Services) are exploring models of service delivery. We are also working with McMaster Children s Hospital to develop and agreed pathway to care when students require psychiatric emergency care. In addition, an event protocol (for schools to follow after a school incident) has been developed. A working group (with representation from elementary and secondary principals and Social Work Services) are reviewing and looking at protocols with regard to additional postvention issues (i.e., memorialization, communication, and debriefing guidelines). 68

69 For Positive School Climate work in HWDSB will continue to focus on an integrated response to promote equity, inclusion, mental health/well-being, and safe schools. The primary focus will be on the provision of Positive School Climates in all schools (tier 1). In addition, supports for some schools and students (tier 2), and a few schools and students (tier 3) will continue to be provided and refined in response to school and student needs. PROVINCIAL INFORMATION 10. Roles and Responsibilities The Ministry of Education: Defines, through the Education Act, regulations, and policy/program memoranda, the legal obligations of school boards regarding the provision of special education programs and services, and prescribes the categories and definitions of exceptionality; Ensures that school boards provide appropriate special education programs and services for their exceptional pupils; Establishes the funding for special education through the structure of the funding model. The model consists of the Foundation Grant, the Special Education Grant, and other special purpose grants; Requires school boards to report on their expenditures for special education; Sets province-wide standards for curriculum and reporting of achievement; Requires school boards to maintain special education plans, review them annually, and submit amendments to the ministry; Requires school boards to establish Special Education Advisory Committees (SEACs); Establishes Special Education Tribunals to hear disputes between parents and school boards regarding the identification and placement of exceptional pupils; Establishes a provincial Advisory Council on Special Education to advise the Minister of Education on matters related to special education programs and services; Operates Provincial and Demonstration Schools for students who are deaf, blind, or deafblind, or who have severe learning disabilities. The district school board or school authority: Establishes school board policy and practices that comply with the Education Act, regulations, and policy/program memoranda; Monitors school compliance with the Education Act, regulations, and policy/program memoranda; Requires staff to comply with the Education Act, regulations, and policy/program memoranda; Provides appropriately qualified staff to provide programs and services for the exceptional pupils of the board; Obtains the appropriate funding and reports on the expenditures for special education; Develops and maintains a special education plan that is amended from time to time to meet the current needs of the exceptional pupils of the board; Reviews the plan annually and submits amendments to the Minister of Education; Provides statistical reports to the ministry as required and as requested; Prepares a parent guide to provide parents with information about special education programs, services, and procedures; 69

70 Establishes one or more IPRCs to identify exceptional pupils and determine appropriate placements for them; Establishes a Special Education Advisory Committee; Provides professional development to staff on special education. The Special Education Advisory Committee (SEAC): Makes recommendations to the board with respect to any matter affecting the establishment, development, and delivery of special education programs and services for exceptional pupils of the board; Participates in the board s annual review of its special education plan; Participates in the board s annual budget process as it relates to special education; Reviews the financial statements of the board as they relate to special education; Provides information to parents, as requested; SEAC participates in a wide range of committees. The school principal: Carries out duties as outlined in the Education Act, regulations, and policy/ program memoranda, and through board policies; Communicates Ministry of Education and school board expectations to staff; Ensures that appropriately qualified staff are assigned to teach special education classes; Communicates board policies and procedures about special education to staff, students, and parents; Ensures that the identification and placement of exceptional pupils, through an IPRC, is done according to the procedures outlined in the Education Act, regulations, and board policies; Consults with parents and with school board staff to determine the most appropriate program for exceptional pupils; Ensures the development, implementation, and review of a student s Individual Education Plan (IEP), including a transition plan, according to provincial requirements; Ensures that parents are consulted in the development of their child s IEP and that they are provided with a copy of the IEP; Ensures the delivery of the program as set out in the IEP; Ensures that appropriate assessments are requested if necessary and that parental consent is obtained. The teacher: Carries out duties as outlined in the Education Act, regulations, and policy/ program memoranda; Follows board policies and procedures regarding special education; Maintains up-to-date knowledge of special education practices; Where appropriate, works with special education staff and parents to develop the IEP for an exceptional pupil; Provides the program for the exceptional pupil in the regular class, as outlined in the IEP; Communicates the student s progress to parents; Works with other school board staff to review and update the student s IEP. 70

71 The special education teacher, in addition to the responsibilities listed above under the teacher : Holds qualifications, in accordance with Regulation 298, to teach special education; Monitors the student s progress with reference to the IEP and modifies the program as necessary; Assists in providing educational assessments for exceptional pupils. The parent/guardian: Becomes familiar with and informed about board policies and procedures in areas that affect the child; Participates in IPRCs, parent-teacher conferences, and other relevant school activities; Participates in the development of the IEP; Becomes acquainted with the school staff working with the student; Supports the student at home; Works with the school principal and teachers to solve problems; Is responsible for the student s attendance at school. The student: Complies with the requirements as outlined in the Education Act, regulations, and policy/program memoranda; Complies with board policies and procedures; Participates in IPRCs, parent-teacher conferences, and other activities, as appropriate. 11. Categories of Exceptionalities The Ministry of Education provides the list of categories and definitions of exceptionalities. The following five categories of exceptionalities have been identified in the Education Act definition of exceptional pupil: Behaviour; Communication (ASD; Deaf and Hard-of-Hearing; Language Impairment; Speech Impairment; Learning Disability); Intellectual (Giftedness; Mild Intellectual Disability; Developmental Disability); Physical (Physical Disability; Blind and Low Vision); and Multiple. HWDSB identifies students as exceptional through the Identification, Placement and Review Committee (IPRC) process, according to the Ministry categories and the HWDSB criteria. Behaviour Ministry Definition A learning disorder characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and that may be accompanied by one or more of the following: a) an inability to build or to maintain interpersonal relationships; b) excessive fears or anxieties; c) a tendency to compulsive reaction; or 71

72 d) an inability to learn that cannot be traced to intellectual, sensory or other health factors, or any combination thereof. Board Criteria A written report from a member of either the College of Psychologists or the College of Physicians and Surgeons or a Social Worker from the College of Social Work and Social Service Workers which identifies and describes significant and persistent behaviour problems (externalizing or internalizing); and Evidence of all of the following which adversely affect educational performance of self and/or others: a) consistently poor educational performance that is primarily due to severe and persistent behaviour problems rather than to learning factors; b) behaviour problems that are evident in more than one setting at school and may be evident in the home and the community and have persisted for more than six months; and c) current documentation (ex., report cards; IEP; assessment; work samples) that indicates the strategies and/or supports in academic and behavioural programming that are in place to support the student s learning needs. Communication: ASD Ministry Definition ASD A severe learning disorder that is characterized by: a) disturbances in: rate of educational development; ability to relate to the environment; mobility; and perception, speech, and language; and b) lack of the representational symbolic behaviour that precedes language. Board Criteria A written report from a professional member of the College of Psychologists or the College of Physicians and Surgeons which gives a diagnosis of: a) ASD/ASD Spectrum Disorder, or other forms of Pervasive Developmental Disorder (PDD) (Current DSM criteria); or b) Childhood Disintegrative Disorder; c) Asperger s Disorder; or d) Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS); and Documentation (ex., report cards; IEP; assessment; work samples) of one or more of the following which adversely affect educational performance: a) social interaction impairment; b) communication impairments as documented by a Speech and Language assessment; c) restricted and stereotyped patterns of behaviour, interests and activities (ex., repetitive motor mannerisms or persistent preoccupation with parts of objects); d) ritualistic and compulsive behaviour; and/or e) poor self-regulation skills. 72

73 Communication: Deaf and Hard-of-Hearing Ministry Definition Board Criteria An impairment characterized by deficits in language and speech development because of diminished or non-existent auditory response to sound. Documentation (ex., report cards; IEP; assessment; work samples) that educational performance, social and/or other activities are adversely affected by the following: a) a significant chronic conductive or permanent hearing loss (bilateral or unilateral) as documented by an audiologist, and b) a delay or disorder in one or more communication skills, such as receptive/expressive language or articulation as documented by a Speech and Language assessment. Communication: Language Impairment Ministry Definition Board Criteria A learning disorder characterized by an impairment in comprehension and/or use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical, or sensory factors, and which may: a) involve one or more of the form, content, and function of language in communication; and b) include one or more of the following: language delay; dysfluency; and/ or voice and articulation development, which may or may not be organically or functionally based. Evidence of the following which adversely affect educational performance as documented by a Speech and Language assessment: a) moderate to profound impairment in oral expressive language functioning, which may be accompanied by a speech disorder and/or receptive language disorder, which is not due to intellectual deficits and/or cultural difference; and b) a Psychoeducational assessment which indicates that the best estimate of cognitive functioning is within the average range or higher or a Speech and Language assessment which indicates that the best estimate of receptive language functioning is within the average range or higher. 73

74 Communication: Speech Impairment Ministry Definition Board Criteria A disorder in language formulation that may be associated with neurological, psychological, physical, or sensory factors that involves perceptual motor aspects of transmitting oral messages and that may be characterized by impairment in articulation, rhythm, and stress. Evidence of the following which adversely affect communication and educational performance: a) a severe to profound impairment in articulation, phonology, motor speech and/or fluency which may significantly reduce social and/or emotional development as documented by a Speech and Language assessment; and/or b) phonological or motor speech disorders resulting in severely to profoundly unintelligible speech as documented by a Speech and Language assessment. Communication: Learning Disability Ministry Definition Board Criteria A learning disorder evident in both academic and social situations that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication, and that is characterized by a condition that: a) is not primarily the result of: impairment of vision; impairment of hearing; physical disability; developmental disability; primary emotional disturbance; cultural difference; and b) results in a significant discrepancy between academic achievement and assessed intellectual ability, with deficits in one or more of the following: receptive language (listening, reading); language processing ( thinking, conceptualizing, integrating); expressive language (talking, spelling, writing); mathematical computations. c) may be associated with one or more conditions diagnosed as: a perceptual handicap; a brain injury minimal brain dysfunction; dyslexia; developmental aphasia. Evidence of each of the following five criteria which adversely affect educational performance: a) the best estimate of assessed intellectual functioning is within the average range or higher as documented by a psychoeducational assessment; and b) a significant discrepancy between assessed cognitive ability and academic achievement in one or more of the following areas: reading (decoding and/or comprehension); mathematics (computation and/or application); 74

75 Intellectual: Giftedness written language; and/or listening comprehension as documented by a standardized academic assessment; c) learning difficulties associated with one or more of the following psychological processes as documented by a psychoeducational assessment: memory and attention; processing speed; perceptual motor integration; language processing; visual spatial processing; executive functioning skills; and or linguistic awareness; d) documentation (ex., report cards; IEP; assessment; work samples) that indicates that Special Education resources and/or strategies are in place to support the student s learning needs; e) documentation (ex., report cards; IEP; assessment; work samples) indicates that the student s programming includes modified expectations and/or significant accommodations. Ministry Definition Board Criteria An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated. Evidence of the following : a) WISC-IV Full Scale at the 99 th percentile; or b) WISC-IV Verbal Comprehension Index (VCI) at the 99 th percentile, General Ability Index (GAI) at the 99 th percentile, and the Perceptual Reasoning Index (PRI) at or above the 50 th percentile; or c) WISC-IV Perceptual Reasoning Index (PRI) at the 99 th percentile, General Ability Index (GAI) at the 99 th percentile and the Verbal Comprehension Index (VCI) at or above the 50 th percentile. For Board designated ESL students, evidence of the following: a) WISC-IV Full Scale at the 95 th percentile, and b) either the Verbal Comprehension Index (VCI) or Perceptual Reasoning Index (PRI) at the 98 th percentile, with the other Index (PRI or VCI) at or above the 50 th percentile. 75

76 Intellectual: Mild Intellectual Ability Ministry Definition Board Criteria A learning disorder characterized by: a) an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive services; b) an inability to profit educationally within a regular class because of slow intellectual development; and c) the potential for academic learning, independent social adjustment, and economic self-support. Evidence of each of the following four criteria which adversely affect educational performance: a) the best estimate of assessed intellectual functioning is below the 9 th percentile as documented by a psychoeducational assessment; and b) adaptive functioning skills (if assessed) are above the Moderate to Profound range of delay according to current DSM criteria as documented by a member of the College of Psychologists or the College of Physicians and Surgeons; and c) weak academic functioning as documented by a standardized academic assessment (or, for very young students who cannot demonstrate a baseline score on standardized tests, school documentation as evidence); d) documentation (ex., report cards; IEP; assessment; work samples) indicates that academic performance is considerably below grade level curriculum expectations and requires significant curriculum modifications and/or accommodations and/or alternative specialized programming. Intellectual: Developmental Disability Ministry Definition Board Criteria A severe learning disorder characterized by: a) inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development; b) ability to profit from a special education program that is designed to accommodate slow intellectual development; and c) a limited potential for academic learning, independent social adjustment, and economic self-support. Evidence of each of the following criteria which adversely affects educational performance: a) a Moderate to Profound delay according to current DSM criteria in overall intellectual functioning as documented by a psychoeducational assessment (augmented by a language assessment where appropriate; and b) a Moderate to Profound delay in adaptive functioning skills according to DSM criteria as documented by a member of the College of Psychologists or by the College of Physicians and Surgeons; and c) a severe delay in academic functioning as documented by a standardized academic assessment (or for students who cannot demonstrate a baseline score on standardized tests, school documentation as evidence) or a written statement in the psychoeducational report which may indicate that the student is not testable; and 76

77 d) documentation (ex., report cards; IEP; assessment; work samples) indicating that academic performance is severely below grade level curriculum expectations and requires extensive curriculum modifications and/or accommodations and/or alternative specialized programming. Physical: Physical Disability Ministry Definition Board Criteria A condition of such severe physical limitation or deficiency as to require special assistance in learning situations to provide the opportunity for educational achievement equivalent to that of pupils without exceptionalities who are of the same age or developmental level. Documentation (ex., report cards; IEP; assessment; work samples) that educational performance is adversely affected by a chronic physical and/or orthopaedic condition which requires special assistance in learning situations as documented by a qualified medical practitioner. Physical: Blind and Low Vision Ministry Definition Board Criteria A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely. Documentation (ex., report cards; IEP; assessment; work samples) that educational performance is adversely affected by a condition of partial or total impairment of sight or vision as documented by a written medical diagnosis from an eye specialist. Multiple Ministry Definition Board Criteria A combination of learning or other disorders, impairments, or physical disabilities, that is of such nature as to require, for educational achievement, the services of one or more teachers holding qualifications in special education and the provision of support services appropriate for such disorder, impairments, or disabilities. Evidence of the following criteria: a) students must meet the criteria of at least two exceptionalities, and it is not possible to determine a primary exceptionality which accounts for the student s difficulties in educational achievement; and b) the combination of disorders, impairments or disabilities are of such severity and complexity that, for educational achievement, the student requires a multi-faceted approach to learning; and c) documentation (ex., report cards; IEP; assessment; work samples) of academic achievement which is well below age-appropriate curriculum expectations that indicates the need for considerable curriculum modifications and/or accommodation, and/or alternative specialized programming. 77

78 12. Provincial and Demonstration Schools Provincial Schools and provincial Demonstration Schools: Are operated by the Ministry of Education; Provincial Schools Branch oversees the policies and operation of these schools; Qualified teachers who are employed by the Provincial Schools Authority or seconded from District School Boards deliver the educational programs; The Provincial Schools Resource Services Department provides a range of services to families and school boards in support of students who are blind, deaf-blind, low-vision, deaf, hard of hearing or who have a severe learning disability; Programs include workshops, on-line learning opportunities and early intervention programs designed to facilitate the sharing of knowledge and ideas so that students across the province are able to achieve their full academic potential Provide an alternative education option; Serve as regional resource centres for students who are deaf, blind, or deaf-blind; Provide preschool home visiting services for students who are deaf or deaf-blind; Develop and provide learning materials and media for students who are deaf, blind, or deaf-blind; Provide school board teachers with resource services; Play a valuable role in teacher training; Provide residential services and programs for those students living outside the day travel area. W. Ross Macdonald School: School for the Blind and Deaf-Blind W. Ross Macdonald School is located in Brantford and provides education for students who are blind, visually impaired, or deaf-blind. The school provides: A provincial resource centre for the visually impaired and deaf-blind; Support to local school boards through consultation and the provision of special learning materials, such as Braille materials, audiotapes, and large-print textbooks; Professional services and guidance to ministries of education on an interprovincial, cooperative basis. Programs are tailored to the needs of the individual student and: Are designed to help these students learn to live independently in a non- sheltered environment; Are delivered by specially trained teachers; Follow the Ontario curriculum developed for all students in the province; Offer a full range of courses at the secondary level; Offer courses in special subject areas such as music, broad-based technology, family studies, physical education, and mobility training; Are individualized, to offer a comprehensive life skills program; Provide through home visiting for parents and families of preschool deaf-blind children to assist in preparing these children for future education; The Resource Services Library, which provides Braille and alternate print formats for students across Ontario. For more information on this service please go to aero.psbnet.ca; A learning centre that offers information to parents, students, educators and other professionals. 78

79 Provincial Schools for the Deaf The following Provincial Schools offer services for deaf and hard-of-hearing students: Sir James Whitney School for the Deaf in Belleville (serving eastern Ontario) Ernest C. Drury School for the Deaf in Milton (serving central and northern Ontario) Robarts School for the Deaf in London (serving western Ontario) Centre Jules-Léger in Ottawa (serving francophone students and families throughout Ontario) The Provincial Schools Admission Committee in accordance with the requirements set out in Regulation 296 determines admittance to a Provincial School. These schools provide elementary and secondary school programs for deaf students from preschool level to high school graduation. The curriculum follows the Ontario curriculum and parallels courses and programs provided in school boards. Each student has his or her special needs met as set out in his or her Individual Education Plan (IEP). Schools for the deaf: Provide rich and supportive bilingual/bicultural educational environments which facilitate students language acquisition, learning, and social development through American Sign Language (ASL) and English; In the elementary grades, the ASL curriculum is fully implemented to provide the student with an understanding of their first language (American Sign Language); Operate primarily as day schools; Provide residential facilities five days per week for those students who do not live within reasonable commuting distance from the school. School boards provide transportation to Provincial Schools for students. Each school has a Resource Services Department, which provides: Consultation and educational advice to parents of deaf and hard-of-hearing children and school board personnel; Information brochures; A wide variety of workshops for parents, school boards, and other agencies; An extensive home-visiting program delivered to parents of deaf and hard-of-hearing preschool children by teachers trained in preschool and deaf education. Provincial Schools for those with Learning Disabilities Application for admission to a provincial Demonstration School is made on behalf of students by the school board, with parental consent. The Provincial Committee on Learning Disabilities (PCLD) determines whether a student is eligible for admission. Although the primary responsibility to provide appropriate educational programs for students with learning disabilities remains with school boards, the ministry recognizes that some students require a residential school setting for a period of time. The Demonstrations Schools were established to: Provide special residential education programs for students between the ages of 5 and 21 years; Enhance the development of each student s academic and social skills; Develop the abilities of the students enrolled to a level that will enable them to return to programs operated by a local school board within two years Deliver specialized educational instruction; 79

80 Residential services and programs; Specialized programming in association with Attention Deficit hyperactivity Disorder (ADHD); Teacher training and consultation services to school boards who have similar services and programs serving the needs of LD students in their local community. In addition to providing residential schooling for students with severe learning disabilities, the provincial Demonstration Schools have special programs for students with severe learning disabilities in association with attention-deficit/hyperactivity disorder (ADD/ADHD). These are highly intensive, one-year programs. The mandate of these programs is to return students to their home boards at the end of one year (2 semesters). Service agreements will be signed by all parties shortly following admissions, and transition planning will be initiated during the first semester of the program. Program interventions include: Individualized instruction in academic and social skills; Frequent use of computers; Low stimulus, structured environments; Physical activities that promote pro-social and team values; Support and counseling programs that focus on understanding, accepting and coping with ADHD and learning disabilities; Cognitive behaviour modifications and cognitive behaviour therapy; Ongoing psychiatric assessment and monitoring by a specialist in this area; Effective medication control; Parent education and support groups that focus on understanding and managing behaviour; and A partnership with the home, the school board and the provincial demonstration school to facilitate the return of the student to an appropriate school placement, including teacher training in understanding and accommodating the needs of the ADHD student in the school setting. The Trillium School also operates Learning for Emotional and Academic Development (LEAD), a special program for students with severe learning disabilities who require an additional level of social/emotional support. The LEAD program provides a milieu designed to support these students, thereby increasing their ability to benefit from the specialized teaching and learning environment that the Demonstration Schools provide. Further information about the academic, residential, LEAD, and LD/ADHD programs is available from the Ministry of Education through the website: An in-service teacher education program is provided at each Demonstration School. This program is designed to share methodologies and materials with teachers of Ontario school boards. Information about the programs offered should be obtained from the schools themselves. 80

81 Transportation HWDSB provides transportation to and from Provincial Demonstration schools upon approval from a Superintendent of Education. Transportation to and from E.C. Drury or W.R. MacDonald occurs daily from a pupil s residence to either E.C. Drury or W.R. MacDonald respectively. With respect to Trillium Demonstration School, transportation occurs from a pupil s residence Monday morning of the school week and return to a pupil s residence on Friday afternoon of the same school week. {PRIVATE }School for the Deaf and Deaf-Blind{tc \l 2 "School for the Deaf and Deaf-Blind"} W. Ross Macdonald School 350 Brant Avenue Brantford ON N3T 3J9 Phone: (519) Schools for the Deaf Ernest C. Drury School Robarts School Sir James Whitney School 255 Ontario Street South 1090 Highbury Avenue 350 Dundas Street West Milton ON L9T 2M5 P.O. Box 7360, Station E Belleville ON K8P 1B2 Phone: (905) London ON N5Y 4V9 Phone & TTY: (613) TTY: (905) Phone & TTY: (519) Francophone School for the Deaf and for those with Learning Disabilities Centre Jules-Léger 281 rue Lanark Ottawa ON K1Z 6R8 {PRIVATE } Phone (613) {tc \l 1 " Phone (613) "} TTY: (613) & Demonstration Schools for English-speaking students with ADHD And Severe Learning Disabilities Sagonaska School Trillium School Amethyst School 350 Dundas Street West 347 Ontario Street South 1090 Highbury Avenue Belleville ON K8P 1B2 Milton ON L9T 3X9 London ON N5Y 4V9 Phone: (613) Phone: (905) Phone: (519) Each provincial Demonstration School has an enrolment of forty students. The language of instruction at the Amethyst, Sagonaska, and Trillium schools is English; at Centre Jules-Léger, instruction is in French. Criteria For Applying For Placement in a Provincial Demonstration School The following criteria are used for applying for placement: Admissions Prospective students must demonstrate the ability to benefit from the methods and techniques of the school. All appropriate and available programs and services available in 81

82 the board have been utilized but the student is still experiencing significant academic delays; Admission to a Provincial School is determined by an admission committee and the appropriate superintendent. General Criteria: Students applying to the secondary program must be under the age of 21 on the first day of the school year for which the application is made; Students applying for the junior kindergarten programs (offered only by Schools for the Deaf) must be 4 years of age by December 31 st of the school year for which the application is made. Process: Families interested in enrolling their child(ren) in a Provincial School must contact their local school board; In most cases, an Identification, Placement and Review Committee (IPRC) meeting will be arranged; Completed applications for a Provincial School should be submitted to the School Admission Committee; Process details may vary depending on the Provincial School for which admission is sought; A school s special education consultant has been involved in the decision-making process to apply to a provincial or demonstration school; The school has discussed the possible application with the Board s Principal of Special Education Services. The Admission Committee and/or the Educational Consultant may request additional information regarding community support services required by the student, such as services from the Ministry of Health (MOH) or Community Care Access Centre (CCAC). Residence: Students will be considered for admission to residence if they live beyond reasonable commuting distance from the school; Students with additional needs may not be eligible for the residence program; Students must meet all school eligibility requirements. Note: student placement in a Provincial School is reviewed annually. The home school is responsible for compiling the application package. The Principal of Special Education Services is responsible for submitting the application package to the provincial or demonstration school and acts as Board contact with the provincial or demonstration school. 13. Educational and Other Assessments The Hamilton-Wentworth District School Board considers assessment as an integral part of the instructional process. Classroom teachers and learning resource teachers (LRTs) regularly use educational assessments to determine student achievement and student progress. Psychoeducational consultants and speech-language pathologists conduct specialized assessments to determine learning needs. 82

83 Teachers use a variety of assessment tools as an ongoing part of the instructional process. These include observation, journaling, running records, ongoing review, curriculum-based assessments, and standardized achievement tests. The Development Reading Assessment (DRA) assessment is one of the assessment tools used to evaluate the reading skills of students at the elementary level. The Woodcock-Johnson Achievement Test is also used as a tool for assessment of individual learning needs. LRTs across the district receive training in the administration of this assessment instrument. Results of the teacher s assessments may be kept in the Ontario Student Record or the teacher s classroom files. Parental/guardian consent is not obtained for regular, ongoing curricular assessments that are part of the instructional process. Parents/guardians are informed through the regular reporting and interview process of their child s progress. EQAO assessments are conducted during grade 3 (reading, writing and mathematics), grade 6 (reading, writing and mathematics), grade 9 (mathematics) and grade 10 (literacy) by classroom teachers and LRTs as part of the instructional process. Informed parental/guardian consent is required for all assessments that are undertaken by professionals that are not employed as teaching staff (e.g. speech/language pathologists, psychoeducational consultants and social workers). Consent is obtained and filed with the report in the student s Ontario Student Record (OSR). Information regarding students or student data is shared with outside agencies only through signed, informed parental/guardian consent. Communication Services Assessments in the area of speech and language are conducted to evaluate and develop programs for students with communication difficulties. The Board s Speech-Language Pathologists are registered members of the College of Audiologists and Speech-Language Pathologists of Ontario provide assessments. Speech-Language Pathologists are governed by various pieces of legislation including Regulated Health Professions Act, Education Act, Municipal Freedom of Information and Protection of Privacy Act and the Personal Health Information Protection Act. Criteria for acceptance as outlined in the document, Standards of Referral, are: Evidence of oral language errors that are not developmental; Difficulties consolidating skills necessary for literacy; Previous involvement with pre-school services, if errors persist; and Voice and fluency problems. Parental/guardian consent is required for all referrals. Once an assessment has been completed parents/guardians are provided with the opportunity to have the results shared with them orally, by telephone or face-to-face contact. A copy of the report is provided to parents/guardians. The results of the assessment are provided to school staff and other appropriate professional staff involved with the student for the purposes of programming appropriately for student. ASD Services Assessments in the area of social communication development are conducted to evaluate and develop programs for students with ASD. 83

84 ASD Services Speech-Language Pathologists are registered members of the College of Audiologists and Speech-Language Pathologists of Ontario provide assessments. Speech-Language Pathologists are governed by various pieces of legislation including Regulated Health Professions Act, Education Act, Municipal Freedom of Information and Protection of Privacy Act and the Personal Health Information Protection Act. Parental/guardian consent is required for all referrals. Once an assessment has been completed, parents/guardians are provided with the opportunity to have the results shared with them orally, by telephone or face-to-face contact. A copy of the report is provided to parents/guardians. The results of the assessment are provided to school staff and other appropriate professional staff involved with the student for the purposes of programming appropriately for student. Psychological Services Psychological assessments are conducted to evaluate and to address the learning, social-emotional or behavioral needs of children and adolescents. The components of the assessment process may include, as required, the administration of standardized measures of various domains of functioning such as cognitive, academic and adaptive, questionnaires, classroom observations, examination of the Ontario Student Record, and interviews. Psychological assessments maintain adherence to current best practices guidelines. Diagnostic statements are included in assessment reports. Board identification criteria across several categories require a psychological assessment. Although the majority of psychological assessments are psychoeducational in nature, there are other assessments, which focus on the behavioural and emotional status of students. Also, individual cognitive assessments to identify giftedness are conducted. Psychological assessments are provided by registered members of the College of Psychologists of Ontario or individuals working under the supervision of a member of the College. Registered members are both Psychologists and Psychological Associates. Psychological staff is governed by various pieces of legislation including the Education Act, the Regulated Health Professions Act, 1993, and the Psychology Act, The process to obtain informed consent from parents/guardians for psychological involvement with their child or adolescent includes obtaining a dated signature on a formal consent form. The results of the psychological assessment are typically communicated to parents/guardians at an arranged meeting, which includes school personnel, and, at times additional staff from Special Education / Student Services. Parents/guardians receive a copy of the assessment report. Parents/guardians sign a consent form for the psychological assessment report to be shared with outside agencies or community professionals. Social Work Services Social Work Services provides support across all three tiers of intervention. School-wide and system-wide support is available through system assignments such as Violence Prevention and Mental Health Coordination. In addition, school social workers work closely with schools to support programming and professional development that assist students with their social and emotional wellbeing as well as enhancing academic achievement. 84

85 Social Work Services also provides targeted interventions for groups of students in a specific area as well as individualized assessment, consultation and direct intervention. These types of direct service require parental/guardian consent unless the student has reached the age of 16. Students between the ages of 12 and 16 may consent to individual counselling without parental consent if deemed to be in the best interest of the student not to inform the parent at that time. Prior approval must be granted by the Manager of Social Work Services in such extenuating circumstances. Social workers may administer a variety of assessment tools to assist them in better understanding the student s needs, such as the Brief Child and Family Phone Interview (BCFPI) tool, which is a screening tool used to guide clinical interventions or the Kearny School Refusal Assessment Scale. School social workers can provide direct intervention as well as facilitate referrals to outside community agencies. 14. Medical / Health Supports Public Health Services and Boards of Education Hamilton Liaison Committee Public Health and the Hamilton school boards meet every two months during the school year to share information and initiatives in order to better coordinate services. This committee continues to provide an effective mechanism to increase community coordination of services for children and youth. Topics have included nutrition, health and fitness, immunization, substance use and abuse, mental health and well-being, and hearing/vision services. Specialized Health Support Services in School Settings The School Health Support (SHSS) Program of the Ministry of Health and Long-Term Care (MOHLTC) is responsible for providing health supports for students in the school setting. The Ministry of Community and Social Services (MCSS) is responsible for ensuring the provision of health support services in children's residential care and treatment facilities. In order to access the services of the SHSS Program for nutrition counseling, nursing, occupational therapy, physiotherapy or speech services, the school, in consultation with the parent/guardian, is required to complete an application form. This form is sent to the Community Care Access Centre (CCAC) where a case manager is assigned. CCAC makes the determination of the need for services and, if services are to be provided, the specifics regarding that service. An assessment is conducted by a health care professional at the student s school. Results are shared with parents/guardians and school staff. A written report is provided which is included in the student s Ontario Student Record (OSR). If the assessor determines that the student requires continued support, a plan of consultation services is developed. A review of the student s progress and needs is conducted annually. Where a student requires specialized medical care, a CCAC case manager will assess the level of medical care required. Some students may require the services of a full time nurse in order to attend school. Others may require nursing part-time (e.g., a student with diabetes requiring an 85

86 injection during the school day). Nursing staff may also provide health teaching to school staff specific to the care of an individual student. Board staff are responsible for the administration of oral medication where such medication has been prescribed for use during school hours. For physically disabled pupils, Educational Assistants with the Board provide such services as lifting and positioning, assistance with mobility, feeding and toileting, and general maintenance exercises. Speech-language pathologists with the Board provide language and literacy and correction programs. HWDSB Medical/Health Support Policy In December 2010, Hamilton-Wentworth District School Board approved the Medical/Health Support Policy. The purpose of this policy is to: demonstrate the Hamilton-Wentworth District School Board s commitment to ensuring the provision of plans, programs, and/or services that will enable students with health/medical needs to attend school; share the responsibility for providing such plans, programs, and/or services with families and community agencies/partners; and ensure that key principles of independence, dignity, integration and equality of opportunity are reflected and valued in our learning and working environment. The guiding principles of the policy are as follows: All health support services must be administered in a manner that respects, to the degree possible in the circumstances, the student s right to privacy, dignity, and cultural sensitivity. All procedures related to medical/health supports for individual students will include consultation processes with families and, where required, appropriate service providers. Students with special medical/health needs will be maintained in their home school settings whenever possible; however, when this is not possible, students will be supported in appropriate facilities within the system to address their individual needs. Procedures related to medical/health needs of individual students will address physician or health professional prescribed plans of care and relevant legislation and policies. Medical/health services may be requested in accordance with the Ministry of Education Policy/Program Memorandum 81: Provision of Health Support Services in School Settings. The designation of roles and responsibilities for medical/health support services in school settings does not preclude, in emergency situations, the provision of assistance by school board personnel. Staff who provide health supports to students shall have full coverage under the Board s liability policies. Services and supports as described in the directives contained within this policy shall be rendered by authorized personnel only (i.e., Board staff who have received pertinent information and training). Students and volunteers are not considered authorized personnel. The following directives were established under the policy: Administration of Oral Prescription Medication; Diabetes Management and Education; Blood Borne Pathogens; Anaphylaxis; Pediculosis; 86

87 Use of Service Dogs in Schools; Catheterization and Suctioning, Lifting, Positioning, and Physical Management; and Use of Automated External Defibrillators (AEDs). If it is determined, in future, that other directives need to be developed depending on system needs and as additional issues arise, they would also be located under this policy. In , two additional directives will be explored: Communicable Diseases; and Parameters for the Use of Snozelen, Calming, and Time-out Spaces. Services provided by both School Health Support Services and the Board are as follows: Support Service sterile, intermittent catheterization manual expression of bladder stoma care postural drainage deep suctioning tube feeding clean, intermittent catheterization shallow surface suctioning Administered By: Health Professional Educational Assistant Provided By: Ministry of Health School Board Training / Direction Ministry of Health School Board and Ministry of Health lifting and positioning assistance with mobility feeding toileting Educational Assistant School Board School Board and Ministry of Health physio/occupational therapy: - consultative model Qualified Therapist Ministry of Health Ministry of Health physio/occupational therapy: - general maintenance exercises Educational Assistant School Board Ministry of Health nutrition counseling Health Professional Ministry of Health Ministry of Health speech therapy speech assessment and referrals for services speech remediation CCAC Speech- Language Pathologist Board Speech- Language Pathologist Communicative Disorders Assistant Ministry of Health School Board School Board Ministry of Health School Board School Board 87

88 15. Accessibility The purpose of the Ontarians with Disabilities Act (ODA) and the Accessibility for Ontarians with Disabilities Act (AODA) is to improve opportunities for people with disabilities and to provide for their involvement in the identification, removal and prevention of barriers to their full participation in the life of the province. To this end, the Hamilton-Wentworth District School Board is committed to: providing services to our students that are free of barriers and biases; and ensuring that the key principles of independence, dignity, integration and equality of opportunity are reflected and valued in our learning and working environment; continually improving the access to school board facilities, programs, and services for students with disabilities. The Hamilton-Wentworth District School Board continues to identify, remove, and prevent barriers for people with disabilities through the following processes: Architectural o The Board continues to move forward on its vision of School Revitalization by building new schools with accessibility features. o As a feature of the Boards School Revitalization Program all newly constructed schools incorporate Barrier Free Design. Physical o Hamilton-Wentworth District School Board continues to access the Ministry of Education Special Equipment Amount (SEA) funding, which assists with the costs of equipment essential to support students with special education needs. o Each year the Board allocates an amount from the annual School Renewal Grant (SRG), provided by the Ministry of Education, to address school accessibility issues (ie: washroom upgrades, auditorium upgrades), or to meet the emerging needs of a specific handicap (accessibility upgrades ramps, visible fire alarms, acoustic treatments). Information / Communication o The Board s website will continue to be monitored to ensure accessibility to staff, students, and the community, including accessibility to JAWS, which is a web-page screen reader. o The Hamilton-Wentworth District School Board Special Education Plan is available on the Board website. Attitudinal o In schools were again provided with websites and information about the International Day of Disabled Persons (December 3, 2010), and encouraged to have their staff and students participate in activities associated with the day. o Through Character Builds (a character development initiative), the Hamilton- Wentworth District School Board endeavours to help every student strengthen their character, become caring and contributing citizens, and reach their full potential. The ten attributes associated with Character Builds and they are acceptance, caring, 88

89 o citizenship, courage, empathy, honesty, integrity, respect, responsibility, and trustworthiness. The Hamilton-Wentworth District School Board Equity Policy states Hamilton- Wentworth District School Board s commitment to the principles of equity through inclusive programs, curriculum, services, and operations, in accordance with the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code and the Education Act. Technology o Assistive technology plays an increasing role in the provision of differentiated instruction. o Hamilton-Wentworth District School Board continues to access the Ministry of Education Special Equipment Amount (SEA) funding to provide students with accommodations to access the Ontario curriculum and/or a board-determined alternative program and/or course. This equipment includes such items as soundfield systems, FM systems, computer hardware, computer software that provides access to curriculum, Braillers, and other communication aids. o In addition to this equipment, the Board has purchased the license for Premier Assistive Technology, an assistive technology software package, which has been installed on the Board Computer Image in order to provide all students access to this technology in their home schools. o Additional assistive technology (such as Smartboards) is being purchased by schools for the use of all students, under the universal design premise of good for all and essential for some. Systemic o As policies/procedures are developed and/or revised, they will be examined to reflect the Hamilton-Wentworth District School Board directions with regard to accessibility. 16. Consultation Process HWDSB defines consultation within its organizational context as the process of seeking opinions from and asking the advice of the public through the effective sharing of information and perspective. At its heart, consultation is about interactive two-way communication and dialogue. The process is an opportunity for the Board to inform the public about key issues and their implications, and to be better understood, and for the public to have meaningful and substantive opportunities to influence Board decisions. The full HWDSB Consultation Policy 2.02 can be viewed at 89

90 17. Hamilton-Wentworth District School Board Special Education Advisory Committee In accordance with Education Act Regulation 464/97, every district school board shall establish a Special Education Advisory Committee (SEAC). The Hamilton-Wentworth District School Board SEAC has established the following parameters: MISSION STATEMENT The Special Education Advisory Committee (SEAC) of The Hamilton-Wentworth District School Board is committed to working in partnership with the staff and resources of the Board to assure quality educational services for all students. SEAC advocates for students with special needs by: assisting students to receive the best programs that meet their social, physical, emotional and educational needs; advising the Board about best practices; and working to ensure that all students are welcomed and included within their schools. Name: The name of the committee shall be The Hamilton-Wentworth District School Board Special Education Advisory Committee. TERMS OF REFERENCE Mandate: The mandate of the Special Education Advisory Committee of the Board is to make recommendations to the Board regarding matters related to the establishment, development, and delivery of special education programs and services. Composition: The Special Education Advisory Committee shall consist of: one representative from no more than twelve local associations. Local association is defined as an association or organization of parents/guardians that operates locally within the area of jurisdiction of a board and that is affiliated with an association or organization that is not an association or organization of professional educators but that is incorporated and operates throughout Ontario to further the interest and well-being of one or more groups of exceptional children or adults; one alternate for each representative to sit at the table; two trustees appointed by the Board; and up to eight additional members. Additional members are defined as members who represent an organization which furthers the interests and well-being of one or more groups of exceptional children or adults and who are neither representative of a local association or members of the Board or another committee of the Board. The composition of the SEAC membership shall reflect the range of exceptionalities within The Hamilton-Wentworth District School Board. 90

91 Qualifications: A member of SEAC must be a Canadian citizen, 18 years of age or older, a resident within the area of jurisdiction of the Board and a public school board elector. A person is not qualified to be a member of SEAC if he/she is employed by the Board. Terms of Office: The members of the Committee shall hold office during the period of time for which the Board of Trustees holds office. The Board may fill vacancies for the remainder of the term of the vacancy. Until the vacancy is filled, the alternate shall act in the member s place. Responsibilities of Committee Members: Each member is expected to: respond to the needs of all exceptional students under the jurisdiction of the Board; respect the right to privacy of individual exceptional pupils by avoiding discussion of individual cases; acquire and maintain a working knowledge of the special education programs and services provided by the Board; present to the Committee the interests, concerns, and suggestions of the association which he/she represents, regarding the programs or services of the Board; suggest items of concern for inclusion on the agenda; suggest appropriate educational topics for discussion; make motions for debate and decision; keep the local association which he/she represents informed of the proceedings of the Committee; be available as an informed and knowledgeable resource to the parents/guardians of exceptional children. This could include providing information on the special education programs, services, and procedures of the Board, including, in particular, the Identification, Placement and Review (IPRC) procedures and appeals; be available as an informed and knowledgeable resource for the schools and the community; attend meetings on a regular basis, or to inform the alternate and the SEAC chair or SEAC secretary when he/she cannot attend the meeting. When so informed, it is the responsibility of the alternate to attend the meeting and act in the member s place. CODE OF ETHICS A member shall promote a positive environment in which individual contributions are encouraged and valued. A member shall treat all other member and guests with respect and allow for diverse opinions to be shared without interruption. A member shall recognize and respect the personal integrity of each member of the committee, and of all persons in attendance at the meetings. A member shall act within the limits of the roles and responsibilities of the Special Education Advisory Committee as identified by the Education Act of Ontario, and by the Board of Education in the Terms of Reference. A member shall become familiar with the Board of Education policies and operating practices and act in accordance with them. A member shall acknowledge democratic principles and accept the consensus of the committee. A member shall use established communication channels when questions or concerns arise. A member shall promote high standards of ethical practice at all times. 91

92 COMMITTEE MEETINGS Meeting Dates and Times: The Hamilton-Wentworth District School Board SEAC committee meets on the last Wednesday of each month between September and June unless otherwise decided by the Committee. The meetings begin at 7:00 p.m. and end at 9:15 p.m. Extensions may be made by a majority vote. Quorum: A quorum is defined as the majority of the members of the Committee. Rules of Order: The appropriate rules of the Board shall govern the order and conduct of the meetings of the Committee. Election of the Chair/Vice-Chair: At the first meeting of the Committee following the Board s initial meeting, the members shall elect one of their members as chair and one of their members as vice-chair for a one-year term. The vicechair shall act as the chair in the chair s absence. Voting: Every member present at a meeting, or his/her alternate when attending the meeting in place of the member, shall have one vote. The chair may vote with the membership. In the case of a tie vote, the motion shall be lost. DUTIES OF THE BOARD the Board shall make available to SEAC personnel and facilities necessary for the proper functioning of the committee; the Board shall provide the members of SEAC and their alternates with timely information and orientation regarding: o The role of SEAC and the Board in relation to special education and o Ministry and Board policies and Board decisions relating to special education; prior to making a decision on a recommendation made by SEAC, the Board shall provide an opportunity for SEAC to be heard by the Board or any other committee of the Board to which the recommendation is referred; SEAC shall have the opportunity to participate in the Board s annual review of the Special Education Plan; SEAC shall be provided with the opportunity to participate in the annual budget process as it relates to special education; and SEAC shall be provided with the opportunity to review the financial statements of the Board that relate to special education. THE MEETING AGENDA The agenda is the responsibility of the Chair, with assistance as necessary from the Superintendent with responsibility for Special Education. All members have the right to suggest items for the agenda. The agenda should be prepared well in advance of the meeting; copies should be in the hands of the members before the meeting begins. Agendas should include: items of current importance, relevant information, and topics for study or discussion dealing with special education, including the annual review of the Special Education Plan, as mandated by the Ministry of Education; reports from trustee members concerning current or projected Board activities and, in particular, information concerning proposed changes, which might affect special education, programs and services; 92

93 reports from members representing the local associations, including association concerns and suggestions, in addition to information about conferences and meetings; reports from administrators providing new or updated information on special education matters; discussion of priority items established by the Committee on an annual basis; and any other matters of importance to the members relating to the mandate of the Committee. Meeting Attendance by SEAC Members: SEAC members are expected to attend all meetings. It is the SEAC member s responsibility to contact the alternate to attend the meeting in his/her place. It is the responsibility of a SEAC member to inform the Minute Room that he/she will be absent and that an alternate will attend (if possible). As much notice as possible should be given to the Minute Room. A representative will lose his/her seat as a member of SEAC if he/she is absent from three consecutive regular meetings without authorization by resolution. ANNUAL REVIEW OF THE SPECIAL EDUCATION PLAN (as per Education Act Regulation 306) Each school board must submit an annual review of its special education plan, which provides information about delivery of programs and services to the exceptional students residing within the Board. The Ministry of Education sets the parameters of the annual review. Every board shall ensure that the board reviews the Special Education Plan of the Board annually and that the review is completed prior to July 31 st in each year. Every board shall ensure that its Special Education Plan provides for the enrolment and placement of each person under the age of twenty-one years who is qualified to be a resident pupil of the Board and who resides or is lodged within the area or jurisdiction of the Board. DOCUMENTS Ministry of Education Documents Documents of which the Committee members should be aware are as follows: the Education Act and Revised Regulations, and in particular o Regulation 181/98 (Identification and Placement of Exceptional Pupils), o Regulation 306 (Special Education Programs and Services), and o Regulation 464/97 (Special Education Advisory Committees); Ministry Memoranda (available at ); and Additional Ministry resource information (available at ). Board of Education Documents Special Education Plan; Annual Accessibility Plan; and other documents and information which may be available through the supervisory officers, principals, managers, or consultants of the Board. 93

94 18. Working Together: A Guide to Special Education and Student Services Education is a responsibility shared by parents/guardians, school staff, and the students themselves. Regular, ongoing communication, initiated by families or staff, is a valued part of the team approach. Students, parents/guardians, and educators all play important roles in the planning and implementation of a student s special education program. Special Education/Student Services information for parents/guardians is available on the HWDSB website at There are several versions of the guide (including an interactive version) located on that site. It is hoped that the information summarized there and on the connecting pages is helpful to families. After browsing through the web site, should further information about programs, services and supports in special education or student services be required, parents/guardians are directed to contact their local school or call x 2625 to have their call directed to the appropriate staff/department. The Parents Guide for Special Education/Students Services was revised in collaboration with the HWDSB Special Education Advisory Committee (SEAC) in , and was entitled: Working Together: A Guide to Special Education and Student Services. SEAC began a review of this document in April An undated version was completed and distributed in A Ministry of Education Parent Reaching Out grant was obtained in order to print the handbook in the following languages: Arabic; Chinese; English (see Appendix A); French; Spanish; and Urdu. Print copies of the guide are available to schools by contacting the Special Education/Student Services department. All versions are also available on the above listed website. 94