ALGOMA DISTRICT SCHOOL BOARD SPECIAL EDUCATION PLAN

Transcription

1 ALGOMA DISTRICT SCHOOL BOARD SPECIAL EDUCATION PLAN June 213 June of 61

2 Algoma District School Board Special Education Report INDEX 1. Board Consultation Process Page 4 2. General Model for Special Education Pages Roles and Responsibilities Pages Exceptionalities Pages Identification of Special Needs Pages Educational Assessments Pages Special Education Staff Page I.P.R.C.s. Page I.E.P.s. Page Health Support Services Page Equipment Page Transportation Page Accessibility of Buildings Page Placements Pages Coordination of Services Page Staff Professional Development Pages Special Projects Pages S.E.A.C. Page Funding Page Appendices Pages Parent Guide Pages June of 61

3 APPENDICES Budget Appendix 1 Special Education Staff Appendix 2/3 Letter to Parents re: I.P.R.C. Appendix 4 (i) (ii) Health Support Services Appendix 5 Professional Development Appendix 6 A Parent s Guide to Special Education Appendix 7 SEAC Appendix 8 SEAC Members Appendix 9 Provincial and Demonstration Schools Appendix 1 June of 61

4 The Algoma District School Board Consultation Process The Algoma District School Board consults with stakeholders in many different ways throughout the school year. Regular meetings are held with service agencies, parents, preschool services and community representatives. In accordance with the Education Act Ontario Regulation 464/97, the Algoma District School Board has established a special education advisory committee. This committee is provided with the opportunity to participate in the board s annual review of its special education plan. The Special Education Advisory Committee meets on a regular basis, (once per month). Updates from Board personnel with regards to ongoing professional development and programming updates for exceptional students are also shared to keep the committee aware of the many changes occurring in special education programming (computer equipment, programs, software). As well, a special education update is provided regularly at public Board meetings. The Annual Special Education Plan is available on the Board website for public access. For the school year, amendments to the plan have been highlighted. School Councils are advised through their principals about the process and their comments requested during the Board budget process during which the Special Education Budget is presented as a separate item. The report of S.E.A.C. on the Annual Plan is included in this report. Philosophy of the Algoma District School Board on Special Education The Algoma District School Board supports and offers the inclusion and integration of the exceptional student into the regular classroom as a first choice. In recognition of the unique qualities and diverse needs of each student, a range of support services and programs is necessary. Recognizing that each exceptional student is unique, the approach to each need will complement and support the vision and goals of the family and community. The Algoma District School Board Model for Special Education The Algoma District School Board s Special Education Plan outlines the service-delivery model for the provision of special education programs and services. This plan is designed to comply with the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, the Freedom of Information Act, the Education Act and regulations made under the Act, and any other relevant legislation. When a concern is brought forward from the school or to the school, special education begins. Usually the concern is brought forward by the classroom teacher that the student may be experiencing difficulty or is progressing beyond the scope of the classroom expectations. There may also be an assessment conducted outside of the board that has provided a diagnosis, and this is brought to the attention of the in school team. The Special Education Resource Teacher (S.E.R.T.) leads the team to plan academic strategies, and may further investigate, through informal testing in the classroom or on a withdrawal basis, whether or not formal testing should occur if it does not yet exist. If informal testing shows areas of concern which require further investigation, the principal signs a referral form indicating a formal assessment is required, which is sent to the Special Education June of 61

5 Department at the central board office. The referral includes data and documentation, which is checked to examine whether an assessment would be appropriate for the student. Once approved, a consent form is completed by the parent/guardian/student and the student s name is added to the list waiting for assessments to be completed by the appropriate professional. Once the assessment has been completed the report is brought to the school, a conference is held and the assessment is presented to the concerned parties. If the parent/guardian/student consent, a copy of this assessment is placed in the O.S.R. Information from assessments which meets the criteria of a specific exceptionality results in an invitation to an I.P.R.C. (Identification, Placement, Review, Committee) and will determine appropriate modifications and accommodations that will be included in the student s I.E.P. Roles and Responsibilities in Special Education (Taken from Appendix A, Standards For School Boards Special Education Plans) The Ministry of Education has been redefining roles and responsibilities in elementary and secondary education in legislative and policy framework, funding, school system management and programs and curriculum. The Ministry of Education Roles and Responsibilities: 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 deaf-blind, or who have severe learning disabilities. June of 61

6 The Algoma District School Board Roles and Responsibilities: Establishes school Board policy and practices that comply with the Education Act, regulations, and policy/program memoranda; Monitors school compliance with the Education Act, regulations, and policy/program memoranda; Requires staff to comply with the Education Act, regulations, and policy/program memoranda; Provides appropriately qualified staff to provide programs and services for the exceptional pupils of the Board; Obtains the appropriate funding and reports on the expenditures for special education; Develops and maintains a special education plan that is amended from time to time to meet the current needs of the exceptional pupils of the Board; Reviews the plan annually and submits amendments to the Minister of Education Provides statistical reports to the ministry as required and as requested; Prepares a parent guide to provide parents with information about special education programs, services, and procedures; Establishes one or more IPRCs to identify exceptional pupils and determine appropriate placements for them; Establishes a Special Education Advisory Committee; Provides professional development to staff on special education. The Special Education Advisory Committee (SEAC) Roles and Responsibilities: 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. The School Principal Roles and Responsibilities: 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 outlines 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; June of 61

7 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; Within allotted time frame (3 days from beginning of the school year). The Teacher Roles and Responsibilities: 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 either the regular class or congregated class setting, as outlined in the IEP; Communicates the student s progress with reference to the IEP and provides modifications and/or accommodations as appropriate to the program and as necessary; Assists in providing educational assessments for exceptional pupils. The Parent/Guardian Roles and Responsibilities: 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 Roles and Responsibilities: 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 appropriates to age and circumstances. June of 61

8 Special Education Exceptionalities The Ministry of Education has developed categories and definitions. At present, the following definitions are: BEHAVIOUR A learning disorder characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and one or more of the following may accompany that: a) An inability to build or to maintain interpersonal relationships; b) Excessive fears or anxieties; c) A tendency to compulsive reaction; d) An inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof. Board criteria: Behaviour assessment by a qualified professional (M.D., psychologist), including the use of objective measures of behaviour (e.g. Multiple scales demonstrating T scores greater than seventy on measures such as aggression, delinquency, hyperactivity, impulsivity, etc.). COMMUNICATION AUTISM A severe learning disorder that is characterized by: a) disturbances in: rate of educational development; ability to relate to the environment; mobility; perception, speech, and language; b) lack of the representational symbolic behaviour that precedes language. Board Criteria: Diagnosis of P.D.D. or Autism Spectrum Disorder by a qualified professional (M.D., reg d. psychologist). DEAF AND HARD-OF-HEARING An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound. Board Criteria: Audiology documentation by a qualified professional (audiologist, M.D.), which indicates a moderate bilateral hearing loss that adversely affects educational performance. June of 61

9 LANGUAGE IMPAIRMENT A learning disorder characterized by impairment in comprehension and/or the use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical, or sensory factors, and which may: a) Involve one or more of the form, content, and function of language in communication, and b) Include one or more of the following: language delay; dysfluency; voice and articulation development, which may or may not be organically or functionally based. Board criteria: Diagnosis by a speech language pathologist of a moderate to severe expressive and/or receptive language delay. SPEECH IMPAIRMENT A disorder in language formulation that may be associated with neurological, psychological, physical, or sensory factors; that involves perceptual motor aspects of transmitting oral messages; and that may be characterized by impairment in articulation, rhythm, and stress. Board criteria: Diagnosis by a speech language pathologist of a severe language dysfunction. LEARNING DISABILITY A learning disorder evident in both academic and social situations that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication, and that is characterized by a condition that: a) is not primarily the result of: impairment of vision; impairment of hearing; physical disability; developmental disability; primary emotional disturbance; cultural difference; 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. Board criteria: Discrepancy as indicated by the WIAT and the WISC between ability and performance at the.1 level of confidence as indicated in a psychological assessment by a registered psychologist. June of 61

10 INTELLECTUAL GIFTEDNESS An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated. Board criteria: score 98 th or greater on the WPPSI 3 / WISC IV as indicated in a psychological assessment. MILD INTELLECTUAL DISABILITY A learning disorder characterized by: a) An ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service; b) An inability to profit educationally within a regular class because of slow intellectual development; c) A potential for academic learning, independent social adjustment, and economic self-support. Board criteria: Cognitive measure of intelligence (WISC) that falls within the intellectually deficient range. DEVELOPMENTAL DISABILITY A severe learning disorder characterized by: a) An inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development; b) An ability to profit from a special education program that is designed to accommodate slow intellectual development; c) A limited potential for academic learning, independent social adjustment, and economic self-support. Board criteria: Formal diagnosis by a registered psychologist or M.D. according to DSM IV criteria. PHYSICAL PHYSICAL DISABILITY A condition of such severe physical limitation of 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. Board criteria: Medical diagnosis (M.D.) of a severe physical condition which may affect mobility and motor skills and which will require special assistance in learning situations at school. BLIND OR LOW VISION A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely. Board criteria: Diagnosis by a qualified professional (M.D.). June of 61

11 MULTIPLE MULTIPLE EXCEPTIONALITIES 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 disorders, impairments, or disabilities. June of 61

12 Identification of Special Needs The Algoma District School Board has in place procedures that are a part of a continuous assessment and program-planning process, which is initiated when a child prepares to enroll in school and continues throughout a child s school life. During this assessment, children are screened at an early age and intervention (if required) begins to address difficulties, which may negatively impact on their academic performance. The Algoma District School Board supports the Ministry document Education for All and the draft document 29 'Learning for All" which has been written to assist teachers in helping all of Ontario s students learn, including those students whose abilities make it difficult for them to achieve their grade level expectations. Junior Kindergarten to Grade Three Early Identification This process (see Appendix 2, 3, 4 & 5) begins during the registration process. Parents, daycare centres and Algoma Public Health staff are consulted about any existing medical conditions or developmental concerns. Junior Kindergarten teachers are able to use the information provided to begin the early identification process following the Board designed Early Identification Process. For the school year and thereafter, the Special Education Team will be reviewing early identification practices. The gifted rating scale can be used by our Junior and Senior Kindergarten teachers. Senior Kindergarten Profile During Senior Kindergarten students were screened, further informal assessments were completed on 129 students using the Fluharty 2 Language screen. This intensive screening process resulted in formal language assessment by our Speech Pathologist for 49 students. Students will be monitored for speech by the SERT next September. Also, in Senior Kindergarten, the teacher completes a Phonological Awareness Assessment. Parents are consulted whenever a concern requires classroom or home support. As of September 212, all Senior Kindergarten students will be assessed using the Fountas & Pinnell Benchmark Assessment System. This tool measures students reading levels and behaviours from Kindergarten to grade 8. Data from the early identification Observation Forms, Phonological Awareness Inventory, the F & P., writing portfolios, other informal assessments and teacher observation will be used to determine a student s eligibility for support.. June of 61

13 LITERACY SUCCESS LEADER Early intervention is crucial for students success in school because literacy skills are the foundation for academic success across all subject areas. (Education for All, p. 91) Literacy Success Leader In schools with a Literacy Success Leader, the LSL and the classroom teacher collaborate to support all students within the context of the classroom literacy program. Focused Intervention Groups are formed based on the analysis of assessment information. These small flexible student groupings typically six to eight weeks in duration, support students outside the Literacy Block and are specific to the recognized needs of the students. Ongoing assessment, the analysis of assessment data and divisional discussions around the tracking board are integral components of the Literacy Success Leader Model. Both Primary Intervention and Literacy Success Leader programs are designed to support improved student achievement based on ongoing assessment dates. Educational Assessments The Testing and Referral Process Continues Following grade three (and if warranted prior to grade three) when learning difficulties persist, Special Education Resource Teachers (SERTs) may administer informal assessments. In consultation with the parents and Special Education staff, a plan of service is developed which can include consultation, formal written referrals, and internal and/or external referrals. When it has been determined that a psycho-educational assessment is needed, a referral package including parent authorization is sent to the Special Education Department, and the student s name is placed on the waiting list. At present, the waiting period for formal testing is, on average, eight months to a year. Usually, usually testing occurs in order of date referred. Once formal testing or consultation has occurred, (then the professional report is sent to the school and the parent informed) the parent is informed that there is a report and the parent is then invited to review the report with board personnel. With parental permission the report is included in the O.S.R. (with parental permission). If the formal assessment indicates that the student meets the criteria of the Ministry of Education definition of a learning exceptionality, then the parent is informed by letter and invited to take part in the I.P.R.C. process. The child is then identified as having a specific special education need and placement options are discussed with the parent. June of 61

14 TESTING Testing is used to confirm the presence of a learning difficulty and to obtain information about specific areas of strength and weakness, which will assist the school in developing programs that best meet the student s needs. Confidentiality is strictly maintained. Results of testing are not shared with outside agencies or individuals without written parental or age appropriate student consent. The purpose of testing is to obtain information relative to improving the educational programming of the student. Types of Tests Informal Tests The Special Education Resource Teacher employs many commonly used informal tests such as Key Math, and Brigance which establish academic levels and are consistent with tests administered by classroom teachers. In addition, testing is administered by Special Education Staff with Special Education Specialist Teacher qualifications and often the psychology department reviews the results. Common tests are: Peabody Picture Vocabulary Test Fourth Edition Speech Language Pathologists administer the following types of tests: C.E.L.F. Comprehensive Evaluation of language Fundamentals Peabody Picture Vocabulary Test Third Edition The waiting period for formal speech language testing is approximately three months. School and Attendance Counsellors occasionally employ the following to determine the severity of an emotional/social condition: The Piers-Harris Children s Self-Concept Scale (Piers-Harris 2) Beck Anxiety Inventory Beck Depression Inventory Child Depression Inventory (CDI) Multidimensional Anxiety Scale for Children (MASC) Formal Professional Testing Formal tests are those, which may only be administered by an appropriate professional. This type of testing is done only with the written consent of the parents or older student. Confidentiality of these tests is maintained according to the wishes of the parents/guardians. Only after the parents/guardian have given written consent is formal testing included in the O.S.R. Third parties do not have access to student records without the consent of the parent/guardian or legal-aged student. These tests are to determine the presence of a June of 61

15 learning difficulty and to highlight the focus for program accommodations or modification. The psychology department is responsible for cognitive, achievement, adaptive functioning and behavioural assessments. Only psychologists make a diagnosis. Tests used in formal assessment may include some or more of the following: Wechsler Intelligence Scale for Children IV Wechsler Individual Achievement Test III Vineland Adaptive Behaviour Scales Wechsler Preschool and Primary Scale of Intelligence 3 Child Behaviour Rating Scales (Auchenbach) Adaptive Behaviour Assessment System The Piers-Harris Children s Self-Concept Scale (Piers-Harris 2) Beck Anxiety Inventory Beck Depression Inventory Child Depression Inventory (CDI) Multidimensional Anxiety Scale for Children (MASC) Conners Rating Scale At present the waiting period for psychological assessment is approximately eight months to a year. Special Education Assignment Teacher Hard of Hearing/Deaf Children s Auditory Performance Scale (C.H.A.P.S.) Group Testing In the fall, all Grade Four students of the Algoma District School Board are administered the Canadian Test of Basic Skills (CTBS) and the Canadian Cognitive Abilities Test (C- CAT) by their classroom teachers under the supervision of the Special Education Resource Teachers. The school year will be the last year the CTBS and CCAT will be administered to Grade Four students. Starting in the fall of 213 we will be administering two new tests to our grade three population annually: Insight, a group administered cognitive abilities test and CAT-4, the Canadian Achievement Tests 4th Edition. These tests will replace the CCAT and CTBS that were administered to our grade four students previous years. The Special Education Department review all of the testing and review with the Principals any test scores which indicate a need for further individual assessment. Parents are invited to review the results and the results are filed in the OSR. Testing, Consultation and Travel Our Special Education coordinators and the psychology team work together consulting and completing assessments. Over 125 formal psycho-educational assessment reports have been written in school year. The Special Education Assignment Behaviour Teacher attended to over 13 informal visits. CPI training courses on non-confrontational intervention was delivered to school staff. There were Care and Treatment review meetings. June of 61

16 During the school year , the Special Education Assignment Teacher for the Hard of Hearing (and Visually impaired) included school visits for equipment repairs and adjustments, student program support contacts, student screening reports and parent and agency contacts to support 18 students. Presently there are 95 sound field systems throughout our schools and 13 personal FM systems for students who need this support. Regular monthly reviews and checks are done to ensure the students needs are being met and to support the classroom teacher. The Speech and Language Pathologist has analyzed and provided feedback for language observational checklists and provided direct, individualized instruction to SERTs; completed 46 assessments, 35 of which were identified with a Communication Exceptionality Language Impairment and completed over 4 in-services/consultations (small and large group) throughout the district.. Special Education Assignment teachers provided support to classroom teachers, SERTs and students on technology/computers in the classroom as a learning tool for students. Premier Tools, Dragon programs, Dt Trainer are just a few of the resources that training was provided for. Approximately 8 school site visits occurred throughout the school year. Our ABA Support Staff was able to provide in-service throughout the district to SERTs, classroom teachers and educational assistants on many special education computer programs such as the new Boardmaker Studio, Boardmaker 6, Dt Trainer,Attainment Company and basic training on Clicker 5. There were over 15 school visits to provide in servicing and support to teachers and students. Throughout the school year the ABA support has attended Brief Behavioural Consults and Connections meeting for many students with ASD. The ABA support has worked with the Special Education team to help engineer many visual aids and supports for many students. Our School and Attendance Counsellors carry caseloads of approximately seventy five students each. Counsellors are also working with groups in their schools. The pressures have been steadily increasing in this area. All of the above traveled extensively throughout this Board, which extends from Hornepayne, Elliot Lake to Spanish, and a one-way distance of 6 kilometres. June of 61

17 Special Education Staff Superintendent of Education Kime Collver System Administrator Special Education Kelly Colter Secretary to Superintendent Charlene Phillips ( ) Special Education Department Clerk Carol Dubas (a.m.) (ph ) Psychology Department Mental Health Leader Dona Menard - Calder Contracted services Psychologist Dr. Bruce Linder (consultation) Psychological Associate Penny Poisson-Lawrence Psychometrist Frank Giallonardo Special Education Coordinator JK Grade 12 Marilu Horton Consultants JK Grade 12 Behaviour Rico Iacoe Special Education Assignment Teachers JK Grade 12 Program Jennifer Barbeau Program - Heather Whitfield Behaviour Will Nelles Hard of Hearing/Vision - Lindsay Elliott Speech Language Services Speech Pathologist TBA Diana Lauszus ABA Support Staff School and Attendance Counsellors East: Inez Williams Shelley Shamas Ronda Hanna Central: Jerry Martin Karen Thomson Sarah Mador Terri Finlayson Marnie Tarantini Glowinn Gibson Mary Ellen Perlini Mary Kuuskman Michelle Trudel Desire Mitchell North: Wende Cameron Resource Teachers Special Education Resource Teachers support our schools. The Special Ed. Resource Teacher (S.E.R.T.) supervises the special education caseload at their school and consults with the Special Education Coordinator for programming advice. Educational Assistants We presently employ approximately 185 Educational Assistants to support our highest needs students of the approximately 18 special ed. students. Our special education team supports students JK 12. See Appendix 2 & 3 June of 61

18 IDENTIFICATION, PLACEMENT, AND REVIEW COMMITTEE (IPRC) An Identification, Placement and Review Committee may be convened in one of two ways. A parent may have received professional documentation from an outside professional, which, in discussion with the school, is found to be compatible with the Board s definition and assessment of a special education exceptionality. The parent may then, by written request to the principal of the school, ask that an I.P.R.C. be convened. The Special Education Department may have assessed the student and found that the student falls within the Board guidelines of identification. In this case, the parent is contacted by the school by letter and invited to attend the I.P.R.C. process. Once the parent/guardian, or student sixteen years of age or over, consents to the identification process, the principal arranges an I.P.R.C. meeting with the central special education staff and the parent is given the Board s Parent s Guide to Special Education. Details about the process are contained in this guide. The Algoma District School I.P.R.C. Committee is composed of at least three persons, one of who must be a principal or supervisory officer of the board and a representative from the Special Education Department is usually on the committee. The meeting of the I.P.R.Committee, the decisions and assessments and placement choices will be discussed in detail with the parents/guardians. If parents do not wish to have their child identified and/or placed through this process, then their decision is honoured. The Algoma District School Board has had none of its I.P.R.C. decisions appealed by parents. During the school year, the Algoma District School Board reviewed its 157 identified students. In addition, there are 415 non-exceptional students on Individual Education Plans. Following the formal identification of a student, the Individual Education Plan (IEP) is developed based on the strengths and needs as outlined in the I.P.R.C. Appendix 8i) and 8ii) IPRC Statistics Exceptionalities Behaviour Speech and Language Autism Learning Disability Gifted Mild Intellectual Delay Developmental Disability Physical Blind Hard of Hearing Multiple Total IPRC Non-Exceptional Total IEP June of 61

19 Individual Education Plan (IEP) I.E.P.s are developed jointly between the classroom teacher(s) and the Special Education Resource Teacher using the documentation obtained through assessment reports, using the I.P.R.C. information and in conjunction with the staff support and technology available to the Algoma District School Board. Accommodations and/or modifications are clearly identified in the IEP. The principal is responsible to ensure the IEP is implemented and reviewed throughout the school year. In-school team meetings are held throughout the year to review and at times revise a student s IEP. The SERT and classroom teacher focus on the strengths and needs of a student and work to effectively implement the strategies outlined in the IEP. Parents review the I.E.P. and offer their input on their child s learning styles and needs. If there is a disagreement about the I.E.P. and there is no resolution at the school level, the Special Education Coordinator for that school will contact the parents and work to facilitate a resolution. Following that, if the parent still has questions after having been shown the Ministry I.E.P. guidelines and discussing the issues with a Superintendent of Education, they will be given the contact information of the Ministry of Education. Appendix 4 June of 61

20 Health Support Services Health Support Services are delivered by qualified practitioners who come to the school from school support agencies when medical documentation indicates that these procedures must be done during the school day. Schools complete referral forms provided by these agencies and then the individual agencies work with the families to determine appropriate care. School boards do not determine the criteria for this service. Services discontinue if M.D. documentation declares them unnecessary for the school support agency discharges according to their criteria. Such services such as O.T., P.T. and Speech Language Services (a small portion of school-aged students requiring speech services who are served by North East Community Care Access Centre) are controlled directly by the delivery agency. Agencies determine the criteria and level of service and have indicated a reduced level of support due to the unavailability of professionals to hire. This service model reflects the fact that the Algoma District School Board does not employ Occupational Therapists or Physical Therapists. There have been no appeals on these service issues. Appendix 5 June of 61

21 Equipment Students may occasionally require specialized equipment in order to support academic requirements. This equipment is strictly for use by the student during the school day. A qualified professional must verify the nature of the disability that requires assistive technology and this professional will suggest to the school board the nature of the technology which may best serve the student. The Special Education Coordinator will review the documentation provided by the professional and determine if the equipment is appropriate to the age of the child, the school board standards and the academic needs. If this equipment does not presently exist for the child and the assistive technology would be justified through a Specialized Equipment Amount (SEA) claim and within the Board budget for this purpose, the Board will make application through a Specialized Equipment Amount (SEA) claim for funds to cover the costs of most of this equipment. Changes to the SEA funding was introduced in September 21. There are now 2 types of SEA funding per pupil amount for computer equipment and claims bases funding for equipment that is not computer related. Boards are now building SEA computer equipment into the computer plans and compliment for the school. 85% of the funding will be computer based and 15% is now claims based. Claim based SEA claims continue to have a non-reimbursed amount of $8.. An inventory of specialized equipment is taken at the beginning and the end of the school year. Typical assistive devices include lifts, specialized computer equipment, and hearing devices such as free field systems and personal FM systems. Orders are submitted via a common template shared between the Special Education Department and the Information Technology (IT) Department. Filters are built into the data sheets so that ordering can be organized by the departments responsible. All computer-related materials are shipped to the IT department for processing and other specialized equipment is sent to the Board office for processing. Processing includes ensuring that all equipment has arrived as ordered, labeled and delivery date set through the schools. Students who have central auditory processing difficulties may be provided with temporary auditory equipment when auditory testing indicates weakness in figure-ground and competing word tests, if equipment is available, to test whether a student would benefit from the use of this type of set-up in the classroom. Once established that a student will benefit from this equipment, a Specialized Equipment Amount (SEA) claim may be processed for extreme cases when the budget allows. June of 61

22 Transportation The Algoma District School Board has implemented a computer-based management system for transportation services for cost savings and sharing with other school boards. Any new safety criteria required by the Ministry of Education is incorporated into any new tendering process. Two large providers and several small bus companies, which service more distant, small areas of this large board, currently provide school bus services. All carriers cooperate with our schools to develop specific procedures and protocols for the driver of particular special needs students. Emergency communications, epi-pen use, restraint systems, special pick-up and drop-off arrangements, etc., are addressed as required for individual students. All school bus drivers are required to have a B license and a criminal background check is done before a license can be obtained. Taxi drivers must have a clean driving record and be approved by the local police commission. Transportation for students with special needs is based primarily on need. Most students can be accommodated through the regular school bus system. However, students who are severely physically disabled or developmentally delayed and those elementary students for whom behaviour is so extreme as to pose a risk to others are sometimes transported separately from the general population. The Special Education Department Superintendent, coordinators and consultants will make this determination. This same criteria applies whether a student is in an integrated setting or a segregated classroom operated by the school board. Students attending Provincial and Demonstration Schools are provided with transportation to these schools via air and ground providers and arranged through the Ministry of Education. June of 61

23 Accessibility of Buildings The Board s multi-year plans for improving accessibility to schools and programs for special needs students are coordinated with our annual buildings and grounds and school renewal planning. Accessibility needs are incorporated into renovation planning whenever possible to improve effective use of limited resources. Addressing accessibility needs in single school communities is a priority in planning since alternatives are not available for students as they sometimes are in multi-school communities. The needs for specific students in specific schools are determined annually and addressed during the summer to provide accessibility for the new school year. The Special Education Department works with principals and Plant Department personnel to coordinate and meet needs. All school buildings of the Algoma District School Board are over thirty years old and thus many require major structural renovations in order to be fully accessible to students with mobility challenges. In fact, some cannot be made fully accessible due to their structural limitations. The Board is studying all of its facilities and will be making long-term decisions about what can be done so that many of these buildings can service the present and future needs of students. The Education Centre of the Algoma District School Board is wheelchair accessible through the ground floor entrance and the elevators. To ensure that available funds from school operations grants are directed to greatest needs, the Board, each year, and reviews the student needs when planning for the coming school year. Each year, in the spring, the Special Education Department contacts the Plant Department to inform them about schools that are receiving students with access needs. If specific school buildings can be reasonably and appropriately renovated to install ramps and/or to remodel washroom areas and the rest of the school is accessible and safe to wheelchairs then this work is undertaken during the summer months. If re-modeling is not feasible at the closest school to the student, then the student is transported to another school, which is physically accessible in that same community or in the closest neighbouring community that can accommodate these needs. Accessibility Committee The ADSB Accessibility Committee was formally constituted in January 23 and consists of the following members: ADSB Members: Kime Collver Superintendent of Education Board Office, Sault Ste. Marie Joe Santa Maria Superintendent of Business Board Office, Sault Ste. Marie Kelly Colter System Administrator Special Education, Board Office, Sault Ste. Marie Dave Steele Manager of Plant Northern Ave., Sault Ste. Marie Jen Barbeau Special Education Assignment Teacher, Board Office, Sault Ste. Marie Lindsay Bisaillon Special Education Assignment Teacher, Board Office, Sault Ste. Marie Frank Greco Elementary Principal, Anna McCrea Public School, Sault Ste. Marie Chris Rous Elementary Principal, Rockhaven School for Exceptional Children, Serpent River Dan Swystun Health and Safety Officer Board Office, Sault Ste. Marie Rick Juuti Vice Principal, Elliot Lake Secondary School Community Members Diane Morrell Canadian Paraplegic Association Ontario June of 61

24 Placements Integration For the majority of exceptional students in the Algoma District School Board, integration is the preferred setting. The student is supported through accommodations and/or modifications within a classroom in their home school. The I.E.P. indicates the areas in which students require support. This support will come from the classroom teacher and occasionally from an educational assistant or the Special Education Resource Teacher. Support in the form of additional personnel is allotted to each school based on the number of exceptionally high needs students in that school. Each spring the Special Education Department meet with the Superintendent to review the Special Education needs at each school in the Board. The educational assistants are allotted to the schools on a prioritized basis within the entire Board. Although integration into a regular classroom is a first choice for many parents and always offered by the Algoma District School Board, many parents also request a specialized setting. The Algoma District School Board provides many different segregated placement choices for parents who do not wish an integrated setting and these are explained at the I.P.R.C. meeting. In these classes, teachers with special qualifications place the focus on a particular group s needs and specialized programs can be developed and implemented very effectively for these students. Presently, these specialized settings often have a wait list exists. The Special Education Advisory Committee discusses these placement options at its regular monthly meeting and presentations by Special Education staff regarding specialized classes and programs are a part of the agenda of S.E.A.C. meetings. Attendance at one of the Board s self-contained classes is one choice in the parents placement decision for their child at an I.P.R.C. meeting, should the student qualify. If a segregated setting is the first choice of the parent/guardian and a waiting list exists, then the student is offered an integrated setting until an opening becomes available. Special Education Department maintain the waiting lists and prioritize as to need and time on the wait list. Students remain in these specialized classes until further assessment negates the need for this type of intensive support, parents request another setting, or the child attains the maximum age for this class. The I.P.R.C. will indicate any changed placement. Special classes serve specific geographic areas and students are transported accordingly. June of 61

25 Special Education Classes: Location of classes: Intellectual Elementary Setting Tarentorus Public School Primary-Junior Integrated Special Education Tarentorus Public School Junior Integrated Special Education Rockhaven School for Exceptional Students (three classes, ages 5-21) Greenwood Public School Supported Learning Class Chapleau School Supported Learning Class Blind River Public School Supported Learning Class Secondary Setting White Pines C & VS DARE I & II Field Schools Station Mall, Davey Home, Canadian Bushplane Heritage Museum (ages 14 21) Superior Heights Community Education Superior Heights C & VS (ages 14 21) Description: These classes are intended for students presenting with cognitive delays. Psychological assessments are required to confirm the appropriateness of this placement. Social adaptivity, as measured by standardized evaluations, is also a consideration. Programming is individualized and emphasizes basic numeracy, basic literacy and life skills. Integration into the regular class setting and into the community is fostered in those program areas where most appropriate to both the student and class needs. In addition to the above classes, L.E.A.D. classes also serve students with cognitive delays in geographic areas, which cannot sustain a class dedicated to one exceptionality. Enrolment ranges from 1 to 16 depending on the severity of the needs in any particular class. Locations: Integrated Behaviour Classes Integrated Behaviour Class Isabelle Fletcher P.S Integrated Behaviour Class Anna McCrea Public School Integrated Behaviour Class Riverview Integrated Behaviour Class Ben R. McMullin Description: Primary Behaviour Class This is a learning support program for students whose ages range from 6-8 years and who are experiencing specific behaviour difficulties i.e. non-compliance, aggression, selfmanagement and social skills deficits to such an extent as to adversely affect educational performance within the mainstream classroom environment. The maximum full-time number of students is eight. June of 61

26 Children are integrated into the mainstream classroom with educational assistant support. A Special Education Behaviour Teacher is available for on-going support in the event of child behaviour difficulties. The special classroom teacher instructs in conflict resolution skills. The Special Education Department consults with principals, teachers, and parents in placing appropriate candidates in the program. Extensive transition planning will determine next steps in consultation with all stakeholders. Integrated Behaviour Class This is a learning support program for students in Grades 4 through 8 who are experiencing specific behaviour difficulties to such an extent as to adversely affect educational performance within the mainstream classroom environment. The maximum number of students is eight. Children are integrated into the mainstream classroom with educational assistant support. A special education behaviour teacher is available for ongoing support in the event of child behaviour difficulties and the teaching of conflict resolution skills. The Special Education Department consults with principals, teachers and parents in prioritizing and placing appropriate candidates for the program. Transition strategies to facilitate the move to secondary school are developed with the Special Education Department school-based team and the secondary Special Education Department. General Learning Exceptionalities L.E.A.D. Classes (Learning for Emotional and Academic Development) Location: Elliot Lake Secondary School Central Avenue P.S. (1 classes) Thessalon P.S. (1 class) W.C. Eaket Secondary School Central Algoma Secondary School Description: These classes are designed to meet the special education needs of smaller communities and are specific to the school named. Any number of different exceptionalities may be instructed in these classes with the maximum number of students being depending on the severity of the exceptionality. The focus is on individual instruction with as much integration into the regular classroom as appropriate. Students follow an individualized academic program with a strong focus on social and life skills. Students are accepted into the program based on prioritized and identified needs of the school(s). These classes serve the most significant exceptionalities in these schools and the principal, special education coordinator and superintendent of special education make the decision on placement. Location: Parkland P.S. 2 classes Kiwedin P.S 1 class Communication Description: Intensive Communication Class This program is intended for students who have been diagnosed with an Autism Spectrum Disorder/P.D.D. Students may be verbal or nonverbal and require intensive communication June of 61