SPECIAL EDUCATION PLAN

Transcription

1 SPECIAL EDUCATION PLAN Dr. Martha Rogers Director of Education Upper Grand District School Board Special Education Plan Page 1

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

3 Upper Grand District School Board Special Education Plan Table of Contents Upper Grand District School Board Vision Statement... 2 Board Improvement Plan for Student Achievement... 4 Targeted Goals for Students with Special Needs... 7 Model for Special Education The Identification, Placement, and Review Committee (IPRC) Process Special Education Placements Provided by the Board Individual Education Plans (IEP) Special Education Staff Specialized Equipment Transportation for Students with Special Education Needs Transition Planning Roles and Responsibilities Categories and Definitions of Exceptionalities Provincial and Demonstration Schools In Ontario 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) The Parent Guide to Special Education Protocols for Partnerships: Policy Program Memorandum 149 (PPM 149) Upper Grand District School Board Special Education Plan Page 3

4 Introduction to Special Education Plan School Boards are required by the Ministry of Education to maintain a Special Education Plan, to review it annually, to amend it from time to time to meet the current needs of its exceptional students and to submit any amendments to the Minister of Education for review. The School Board s Special Education Plan is to inform the Ministry of Education and the public about special education programs and services that are provided by the board in accordance with legislation and ministry policy on special education. Each year the Ministry of Education provides school boards with a checklist of items to be included in the Special Education Plan. The Table of Contents lists each of the required items from the checklist beginning with the Model for Special Education. Also included in the Upper Grand District School Board s Special Education Plan are the Board s Vision Statement, sections from the Board Improvement Plan for Student Achievement (i.e. areas that focus directly on special education) and Targeted Goals for Students with Special Needs. The targeted goals are based on the results of a parent survey from April This survey was completed by parents who have children at the UGDSB with individual education plans to help in the planning of special education supports and services. Goals were also selected from Ministry direction. Board Improvement Plan for Student Achievement The Board Improvement Plan for Student Achievement The following areas taken from the Board Improvement Plan for Student Achievement highlight Special Education supports and services. As an organization we will: SYSTEM FOCI Implement Equity and Inclusion strategies to create safe and welcoming environments and to facilitate the success of all students Clearly communicate bullying prevention and intervention strategies in our school communities to increase awareness and engage all stakeholders in supporting our students Upper Grand District School Board Special Education Plan Page 4

5 Connect students mental health to student achievement and everyone will have a role in promoting Mental Health and Wellness Focus on supporting students in all Transitions (differentiated support for transitions to school, within school, and out of school) Support and encourage a variety of Program Pathways for students SMART GOALS- IF/THEN STATEMENTS Instructional Strategies If we focus on proven effective instructional strategies that differentiate and meet student needs in all subject areas, then we will see improved student achievement. If we focus on improving assessment and evaluation practices in all subject areas then we will improve instructional decisions, promote student engagement Numeracy If we see a change in teacher practice (teaching through problem solving with a focus on consolidation and independent practice) then we will see an improvement in students conceptual understanding of math at the Junior and Intermediate Levels. 25% of junior students with special needs will attain Level 3 in their conceptual understanding of math as would be evidenced by EQAO results. 45% of students with special needs taking Grade 9 Applied Math will achieve 70% or above as evidenced in EQAO results. Literacy If we change teacher practice (guided reading) then we will see an improvement in our students ability to read and comprehend. 39% of Primary students with special needs will read and comprehend at Level 3 as would be evidenced by EQAO results. If we see a change in assessment and evaluation practices (e.g. using learning goals and success criteria), then we will see improvements in student achievement in Applied level courses. 53% of grade 10 students in Applied courses with Special Needs will pass the OSSLT Student Engagement If we design effective programming and interventions then we will engage and reengage students and decrease the percentage of leavers. System and School based initiatives to promote mental health wellness Engagement- Decrease the percentage of students leaving school (JK-12) Re-Engagement- Increase the number of credits granted to students who have re-engaged Upper Grand District School Board Special Education Plan Page 5

6 Instruction TARGETED EVIDENCE BASED STRATEGIES/ACTION Schools will identify achievement gaps (e.g. ELL, special education, gender, Aboriginal, students living in poverty, working at Level 2, in the applied stream) and will set specific targets and implement specific strategies to reduce gaps Teachers will: focus on specific teaching strategies to improve achievement to all students, including students with special education needs (e.g. accommodation, Differentiated Instruction) incorporate the use of assistive technology into daily class work Student Engagement Schools will provide early reading remediation in preparation for the Grade 9 EQAO (Mathematics) and Grade 10 OSSLT, with a focus on Applied Level courses, starting in the fall and will offer after school literacy and numeracy programming (Pass the Test and That Figures). Program Department Staff will prepare a coherent vision for mental health addictions programs and services. Staff and students will access mental health resources and services (e.g. Collaborative Case Conferencing). Schools will promote Program Pathways (e.g. OYAP, Specialist High Skills Major, Dual Credit, Co-op) and Pathway Planning tools such as the All About Me portfolio, K to 6 and the Individual Pathway Plan (IPP), 7 to 12. My Blueprint will be the vehicle for all board Pathway Planning and secondary course selection Schools will support transition planning (e.g. preschool to school, grade to grade, secondary exit plans) ensuring that students with Special Needs are a priority. Schools will incorporate technology at the point of instruction to engage students (e.g. e-learning, Blended Learning, UG2GO hardware-ipad/apple TV and Smart Technology, BYOD (Bring Your Own Device) Upper Grand District School Board Special Education Plan Page 6

7 Targeted Goals for Specific Students with Special Needs Rationale Special Education goals are embedded in the Upper Grand District School Board, Board Improvement Plan for Student Achievement (BIPSA). In addition, the following targeted goals address specific students with special needs. Topic One: Information about special education supports and services Goal: To provide information to parents about special education supports and services through a variety of formats (e.g. IPRC process and IEPs). Specific Objective: Provide information to parents about special education supports and services through online and print resources monthly. Method: Provide information about special education to Principals for school newsletters Develop print materials for parents and community members to highlight special education supports and services Begin twitter account for Program Department Monitoring: List the types of communication methods used and feedback received and report in Special Education Report 2015 Include a question in the survey for parents of children with IEPs (Spring 2015) regarding information to parents about special education supports and services Topic Two: Transition Plans for students with Individual Education Plans (IEPs) Goal: To create transition plans for students with IEPs according to students needs. Specific Objective: 80% of students with IEPs will have written transition plans by June Method: Include transition planning as part of Special Education series of in-services for Special Education Teachers Provide samples of transition plans at in-services Include transition planning as a topic in IEP resources for Principals and Special Education Teachers Upper Grand District School Board Special Education Plan Page 7

8 Monitoring: Track the percentage of transition plans as part of the IEP review in Spring of 2015 Topic Three: Individual Education Plans and parent consultation Goal: To increase the involvement of parents and students in the development of IEPs. Specific Objective: 80% of IEPs reviewed in spring of 2015 will meet or exceed the satisfactory level in the area of parent/student consultation using the Ministry rubric. Methods: Provide IEP resources to Principals and Special Education Resource Teachers that describe how to increase parent and student involvement in writing IEPs Explain and review how to record parent involvement in the development of IEPs in the Consultation Section of the IEP Monitoring: IEP Review Committee to conduct an internal review in Spring of 2015 with specific attention paid to parent and student input Include a question about parent consultation on IEPs in the survey for parents of children with IEPs (Spring 2015) Topic Four: Social Emotional Programming in consultation with Board initiatives and community partners Goal: To use social-emotional programming resources that are recommended by Board staff and our community partners (i.e. Reaching In Reaching Out; Tools for Life) during the school year. Specific Objective: Train and offer support to staff at schools in the use of programs and/or resources that promote resiliency and self regulation with an emphasis on Kindergarten- Grade 2 classrooms. Train and offer support to staff at 2-3 schools as a school-wide approach (K-8). Include and emphasize the importance of a caring adult being identified for students with IEPs, as appropriate to student needs, in professional development. Methods: Develop an integrated approach to use in our community using social-emotional resources for Early Learners (e.g. school boards, CMHA WWD and Child Care) Provide Tools for Life training at 2-3 schools Work with the Manager of Mental Health and Addictions to provide training and programming according to the UGDSB Mental Health Strategy Upper Grand District School Board Special Education Plan Page 8

9 Encourage conversations about a caring adult through the IEP process Monitoring: Create and use an evaluation method for reviewing the social-emotional programming for Early Learners (i.e. as developed/recommended through the community project) Include a question about students having caring adults at the school level in the Special education survey 2015 Topic Five: Student understanding of their learning profiles Goal: To help students with IEPs understand their learning profiles (e.g. strengths, needs and interests) by providing information and resources to teachers and support staff who work with these students. Specific Objective: To create and distribute training resources for staff designed to support students in the understanding of their learning profiles (fall of 2014). Method: Share samples of IEP goals and objectives from student advocacy goals (by Itinerant teachers) with Special Education Teachers and school staff Promote the use of resources and activities from the Ministry Career/Life Planning Program and Learning for All at professional development sessions and on the Staff Portal, to help students understand their learning profiles Gather resources to support students and parents in understanding learning profiles Encourage teachers to review and discuss IEP strengths and needs with students so they better understand their learning profiles Monitoring: Track and report on tools and training resources posted on Staff Portal Ask targeted students for feedback about their understanding of their learning profiles Share tools and resources with different Board departments and committees (e.g. Student Success committees: pathways, transition planning; Special Education: professional development, Special Education Review Committee) Topic Six: Use of technology at home to support learning Goal: To provide information and resources about technology use at home to support the learning of students with special needs. Upper Grand District School Board Special Education Plan Page 9

10 Specific Objective: Parents will be offered print resources, electronic information and training sessions to learn more about the use of technology at home to support learning during the school year. Method: Description of ways to access technology through a letter to parents with new and refreshed SEA claims Program staff to participate in parent training opportunities (e.g. Digital Saturday) Include the Home Use of Technology Protocol in Special Education in-services and in the SEA Manual for Staff Monitoring: Include a question about home use of technology to support learning in the survey for parents of children with IEPs (Spring 2015) Topic Seven: Communication between home and school Goal: To explore strategies to improve communication with parents of children with IEPs Specific Objective: Identify barriers to effective home-school communication based on special education survey results and offer strategies to address the barriers. Method: Examine feedback provided in the special education survey about home-school communication Share themes (i.e. barriers and strategies) with Program Staff and Administrators Include tips to improve communication through a variety of methods (e.g. topic one above) Monitoring: Chart the barriers and strategies about home-school communication and ways this information is shared with staff and parents Include a question about communication between home and school in the survey for parents of children with IEPs (Spring 2015) Upper Grand District School Board Special Education Plan Page 10

11 Model for Special Education Philosophy of Special Education: Guiding Principles We believe all students can learn. We value each student s unique ability, individuality, learning style and pace of learning. We believe that the growth, the development and the learning of each student is enhanced in the most enabling environment. We believe that the inclusion of exceptional students in the school community provides a valuable learning experience for all children. We deliver programs which incorporate realistic goals and objectives through individualized teaching and assessment methods. We respect the rights of parents to make informed decisions in the best interests of their children. We respect, value and encourage collaborative partnerships with parents, community agencies and professionals. We provide a diversity of placements and resources which reflect effective programs and strategies for exceptional pupils. We recognize the wealth of learning opportunities in the community which assist students with transitions, to offer work experiences and to allow their pursuit of special abilities or talents. We value early intervention for all students experiencing difficulties in school and/or needing enrichment. Upper Grand District School Board Special Education Plan Page 11

12 Special Education Department Who Are We? Members of the Special Education Department include Special Education Coordinators, Special Education Consultants, Itinerant Teachers, an Applied Behaviour Analysis Facilitator and Transitional Educational Assistants. Itinerant Teachers travel between schools to work with students. Transitional Educational Assistants work at schools for up to six weeks to support special transition situations (e.g. students returning from a treatment program). How do Special Education Consultants help staff and students? make recommendations about programming, strategies and resources for students with all types of special needs who require accommodations, modifications or alternative curriculum work with staff to submit claims for specialized equipment (e.g. Special Equipment Amount) and submit requests for Special Incident Portion funding provide professional development in Special Education participate in Consultant Support Team Meetings Consultants provide leadership related to the following exceptionalities: o Intellectual Disabilities o Developmental disabilities o Giftedness o Low Incidence Disabilities (e.g. blind and low vision, deaf and hard of hearing, and physical disabilities) o Learning Disabilities o Autism Spectrum Disorders o Behaviour Who Are The Students Itinerant Teachers Work With? Itinerant Teachers work with students who are deaf and hard of hearing and students who are blind or have low vision. Other itinerant teachers work with some students with learning disabilities using technology and some students with Autism Spectrum Disorders. How Else Do We Help? Special Education Consultants: chair Identification, Placement and Review Committees at the school board level support special projects and new directions of the school board and Ministry of Education Upper Grand District School Board Special Education Plan Page 12

13 Communication, Language and Speech Services Who Are We? We are Speech-Language Pathologists and Special Program Assistants Communication, Language and Speech Services who provide service in school-based teams. The Speech-Language Pathologists are highly trained in communication development and disorders at the Master s level. They must be registered with the College of Audiologists and Speech-Language Pathologists of Ontario to practice in Ontario. The Special Program Assistants have been trained by our department to provide direct services to students under the supervision of the Speech-Language Pathologist who assesses the students, develops the programs and evaluates their progress. Who Are The Students We Work With? Speech-Language Pathologists help school staff to develop the best learning environment for children with a variety of communication needs. Since our services are school-based, we focus on communication needs that will impact the student s ability to learn to read and write and to use communication to participate in all aspects of their education. These may include students from Kindergarten to Grade 12 with needs in the following areas: Augmentative and Alternative Communication Autism Spectrum Disorders Deaf or Hard of Hearing Developmental Disabilities Language Based Learning Disabilities Selective Mutism Speech (severe articulation/phonology only) How Can A Student Receive Our Services? All of our services are accessed through the Consultant Support Team at the student s school. The classroom teacher brings concerns to the In-School Team where the decision is made to refer to the Consultant Support Team. If a parent has a concern, they should discuss it with their child s teacher. The Kindergarten Communication Skills Evaluation is available to senior kindergarten students who are selected by their teacher. Following parental consent, names are provided directly to the school s Speech-Language Pathologist. How Do We Provide This Service? We offer the following levels of service to assist the classroom teacher in differentiating instruction for individuals or groups of students with similar learning needs: consultation may consist of problem solving with the school team, the resource teacher, and/or the classroom teacher assessment may consist of classroom observation, informal curriculum based tasks, and formal assessment for more complex needs Upper Grand District School Board Special Education Plan Page 13

14 Direct service for kindergarten to grade 2. If the Speech-Language Pathologist determines that the student would benefit from language intervention, the student will work with the Special Program Assistant Speech and Language. The Speech-Language Pathologist will complete an assessment, develop program goals, and meet regularly with the Special Program Assistant to evaluate progress, update the goals, and determine if the student needs continued support. Referral Services Community Care Access Centre (CCAC) offers service at school for students with moderate to severe articulation, voice, fluency (stuttering), and feeding and swallowing difficulties. The Board s Speech-Language Pathologist must assess the students to determine if they meet the criteria for CCAC services before initiating the referral. Families may also be given information on accessing other services in the community to support their child. This could include referrals to an Ear, Nose and Throat (ENT) Specialist or an audiologist. Professional Development The Speech-Language Pathologists provide a wide variety of school-based and systembased in-services to address the needs of individual students (for example, helping school staff understand how to support a student with selective mutism) or the needs of a group of teachers interested in learning more about enhancing oral language in their classrooms. Upper Grand District School Board Special Education Plan Page 14

15 Psychological Services Who Are We? Members of the Psychology Department are all registered with the College of Psychologists of Ontario (or are currently completing this requirement and are under Supervised Practice) and are either trained at the Doctoral or Masters level. As a member of the College of Psychology, the staff are licensed to diagnose in the areas of Developmental Disorders, Learning Disabilities, Attention Deficit/Hyperactivity Disorder, Anxiety Disorders, Child and Adolescent Depression, Tourette s Syndrome, Autism, and other Mental Health Disorders. Who Are the Students the Psychological Consultants Work With? The Psychological Consultants work closely with the school team, parents, and community partners (e.g., Local Children s Mental Health Service) when students are struggling with learning, social, behaviour, or mental health concerns at school. The Psychological Consultant provides consultation, brief intervention (1 to 3 sessions) and psychological assessments. A Psychological Assessment involves a comprehensive standardized testing of intellectual (cognitive) skills, memory functioning, specific processing abilities, academic skills, and social/emotional/behavioural functioning. Services are provided for children from Kindergarten to Grade 12 presenting with the following needs: Specific Learning Disability in Reading, Writing, and Math Non Verbal Learning Disability Language Based Learning Disability Attention Deficit/Hyperactivity Disorder Autism Spectrum Disorder Mild Intellectual Disability Developmental Disability Behaviour Disorders Anxiety Disorders Affective Disorders (Depression) How Can A Student Receive Our Services? At the Consultant Support Team (CST) meeting it might be decided that a full Psychological Assessment was needed. If a parent feels their child needs a Psychological Assessment or consultation, they need to discuss it with their child s teacher first as this is the only way in which a student s name can be brought up at the CST. Upper Grand District School Board Special Education Plan Page 15

16 Types of Services Provided? Parents, teachers, and students are supported by the psychology department in the following ways: Indirect Consultation Discussion at school team meetings (as long as there is verbal consent from parents following the principal s phone call), offering suggestions for academic programming, and behavioural strategies to meet the child s identified behavioural and mental health needs. Psychological Consultants often consult on Behaviour Plans and Safety Plans that have been developed at the school. Direct Consultation Following discussion at the school team, it might be decided that it would be helpful for the Psychological Consultant to become more involved, possibly observing the child, having parents and teachers complete standardized questionnaires, reviewing the Ontario School Record, talking with the parents, or working with involved community partners. Brief Intervention Following discussion at the school team, it might be decided that it would be helpful for the Psychological Consultant to meet directly with the student to obtain more information that would help the school in programming. Psychological Assessment Following discussion at the school team, it might be decided that it would be helpful for the Psychological Consultant to meet directly with the student and complete a psychological assessment. As parents are very important partners in completing the assessment, the goal is to always meet with parents for an interview before beginning the assessment. Feedback is provided to the parents, school team, and when appropriate to the students. Group Administered Ability Testing - Grade 3 Screening with the Canadian Cognitive Abilities Test (CCAT) Early in the fall of Grade 3, all parents of students in Grade 3 are asked if they will consent to their students taking the CCAT. The purpose of this test is to obtain a screening measure of cognitive ability in both the verbal and nonverbal domain. The results provide information about students who may need additional supports as well as those students who would benefit from Enhanced or Gifted Programming. Results are available in late November and are distributed to schools who then send a letter with the results home to parents. Upper Grand District School Board Special Education Plan Page 16

17 Other Ways in Which We Help - Specialized Teams Behaviour/Mental Health Intervention Team This program is made up of three Child and Youth Counsellors who work directly under the supervision of the Chief Psychologist. This program provides intensive behavioural and mental health supports to students in the classroom for a 6 to 8 week time period. The team utilizes a Collaborative Problem Solving Model (Dr. Ross Greene) and provides in-service to teachers and administrators on this model. Mental Health Psychology Support Program for Secondary Schools (MHSS- Psychology) One full time itinerant Psychological Consultant provides direct support to secondary school staff regarding students with serious mental health needs. Support may involve consultation, brief assessment of a student s mental health issues, brief intervention, liaison with mental health agencies, and in-service to schools and parent groups. Professional Development Members of the Psychology Department provide a variety of school-based inservices as well as system-based in-services on a variety of topics (e.g., Helping the Anxious Child in the Classroom). Members of the Psychology Department provide training in Behaviour Management Systems and Collaborative Problem Solving. Violent Threat Risk Assessment: Members of the Psychology and Counselling Attendance Departments work with community partners (i.e., police, children s mental health agencies) to properly assess and intervene when a high risk or threatening situation occurs at a school. Upper Grand District School Board Special Education Plan Page 17

18 Counselling and Attendance Department and Social Work Services Who Are We? All members of the Counselling and Attendance Department are Social Workers trained at the Masters level and registered with the Ontario College. Each Social Worker is assigned to one or two high schools where they have an office. They also provide some support to the family of elementary schools that feed into their high school(s). Who Are the Students the Psychological Consultants Work With? The Social Workers in the Counselling and Attendance Department work closely with the school team, parents, and community partners (e.g., Local Child and Adolescent Mental Health Service) when students are struggling with social, behaviour, or mental health concerns at school. The Social Worker provides consultation to teachers and administrators and counselling to students in order to help them succeed in high school. Students may present with the following problems: school attendance Issues mental health disorders including anxiety, depression behaviour disorders social problems How Can A Student Receive Our Services? Referrals can be made directly to the Social Worker by a teacher or an administrator. Often, but not always, referrals are made following a meeting with the In-School Team or the Consultant Support Team. If the student is 12 years of age or older, the student can self-refer for counselling. If a student is in crisis, they can immediately be seen by the Social Worker who will then contact family and other support services if needed. Informed consent is obtained as soon as the Social Worker begins to work with a student. The Social Worker also has the responsibility to follow up referrals for attendance made by the school. Consent is not required for the Social Worker to become involved in attendance referrals as this is a service that is mandated. Types of Services Provided? Parents, teachers, and students are supported by the Counselling and Attendance department in the following ways: Individual Counselling To help students cope with the social, emotional and academic demands of school as well as address mental health issues and encourage students to seek appropriate mental health services in the community. Upper Grand District School Board Special Education Plan Page 18

19 Consultation and Support Provide consultation to teachers and administrators regarding student needs and effective ways to address the student s need in the school setting. Address parent questions and provide information to help them support their children or adolescent. Attendance When the student has not been attending regularly, the Social Worker will find out why the student has been absent and work with the student, family, and school team to facilitate successful return to school. Supervised Alternative Learning If a student cannot be successful at high school in a traditional program, the Social Worker helps to facilitate the student finding a supervised work setting. Referral Services Canadian Mental Health Association Waterloo Wellington Dufferin - referrals can be made for children and adolescents with mental health concerns. Dufferin Child and Family Services (Dufferin County) - referrals can be made for children and adolescents with mental health concerns. Professional Development Members of the Counselling and Attendance Department provide a variety of school-based in-services as well as system-based in-services on a variety of topics (e.g., Adolescent Depression). Members of the Counselling and Attendance Department provide training in Collaborative Problem Solving for their secondary schools. Upper Grand District School Board Special Education Plan Page 19

20 The Mental Health and Addiction Lead The position of the Mental Health and Addiction Lead at the Upper Grand District School Board began in September of 2012 as part of Open Minds, Healthy Minds Ontario s Comprehensive Mental Health and Addictions Strategy. The Mental Health and Addiction Lead works with senior administration to develop and implement the board mental health and addictions strategy. This position provides leadership for the board mental health team. Some key responsibilities of the Mental Health Lead include: Conduct board and school level resource mapping to determine areas of strength and need Promote mental well being and mental health literacy initiatives in the board Select and support evidence-based approaches to mental health promotion and prevention Collaborate with board and community partners to promote clear and integrated access to services Upper Grand District School Board Special Education Plan Page 20

21 The Special Education Intervention Model SST Specialized Support Team CST Consultant Support Team IST In-School Support Team Classroom Teachers The pyramid of intervention above demonstrates that for the vast majority of students, programming is done by classroom teachers in consultation with parents, and school staff members. A smaller group of students may be brought forward to the In-School Support Team (IST) for more discussion, program planning and possible assessment using school-based resources. A much smaller group of students may be discussed at the Consultant Support Team (CST) meeting where further discussion, program planning and recommendations are made. A few students in the school board, with significant behavioural concerns, may be referred to the Specialized Support Team (SST). Parents and educators are encouraged to work as collaborative partners throughout the steps. 1. Classroom Intervention student concerns identified by teacher and/or parent parent/teacher meetings occur to discuss concerns strategies planned and implemented in the classroom concerns resolved and no further action needed or referral to In-School Team Upper Grand District School Board Special Education Plan Page 21

22 2. In-School Team (IST) supports the needs of a smaller number of students addresses learning, physical, behaviour and/or mental health needs of students referred involves members of the school staff which may include: Principal or Vice- Principal, Special Education teacher, Classroom teacher, Child and Youth Counsellor, Guidance Counsellor and/or Social Worker (secondary), At-Risk Lead teacher (secondary), Educational Assistant may include updates of progress, further program planning, accommodations and/or modifications to program, access to in-school support staff and inschool assessment, development of an Individual Education Plan (IEP), Behaviour Plan or Safety Plan; review/evaluate student progress considers possible next steps e.g. vision or hearing examinations, medical consultation, paediatric consultation, counselling, referral to Consultant Support Team (CST) concerns resolved and student continues to be monitored by the In-School or referral to Consultant Support Team (CST) 3. Consultant Support Team (CST) third level of discussion, planning and problem solving includes Program Services Consultants (Special Education, Speech and Language Pathologist, Psychology) and the IST members may involve the Parents, Counselling and Attendance Consultants, Educational Assistants and representatives from outside agencies involved with the student addresses continued challenges in learning, behaviour and/or mental health needs provides additional consultation and assessment involves updates of program development and student performance, review of IST strategies, IEP, Educational Assessment, Behaviour Plan, Safety Plan, consideration for referral to Identification, Placement and Review Committee (IPRC), consideration of application for special class placement, consideration for a Special Equipment Amount (SEA) claim for equipment concerns resolved and students continues to be monitored by the CST or referral to the Specialized Support Team 4. Specialized Support Team (SST) fourth and most intensive level of discussion, planning and problem solving the SST includes a consultant from each of the following Program Services Departments: Psychology, Special Education, Communication, Language and Speech and Counselling and Attendance the SST also includes a Psychological Behaviour Specialist and Educational Assistant who work directly in schools Upper Grand District School Board Special Education Plan Page 22

23 with parental consent a staff member from the community children s mental health agency is included parents, school staff and involved community agency members (at parent s request) are included in discussion, planning and problem solving together the team sets specific goals with plans for ongoing monitoring and support of the strategies, materials and resources recommended Case Conference A case conference is a meeting that is held that focuses on one student for a more indepth discussion. Case conferences are held as needed throughout elementary and secondary school. Case conferences are held to share information, to develop plans or to respond to concerns. Parents, school staff, board staff and community service providers may attend case conferences. Examples of case conferences are: a case conference for a student with complex needs who is beginning junior kindergarten; and a case conference to develop a plan to support a secondary school with a recent diagnosis of a mental health disorder. These meetings may be held to share assessment findings from board assessments or assessments from community resources. Upper Grand District School Board Special Education Plan Page 23

24 Specialized Teams from Program Services The staff from Psychological Services, Communication, Language and Speech Services, Special Education and Counselling and Attendance are members of specialized inter-disciplinary teams. These teams include: Behaviour Management System Training (BMS) The Behaviour Management System was adopted by the board as the method of intervening when children are experiencing behavioural challenges and physical intervention is needed. A variety of staff have been trained as trainers in this model, including: Special Education, Psychology, Counselling and Attendance, Child and Youth Counsellors, and Administrators. When a school is having difficulty with a particularly challenging student, a training team can be sent in to assist the staff. Crisis Response Team All members of the Psychology and Counselling & Attendance Departments respond when a crisis occurs at one of their schools. This might involve the death of a student, parent, a trauma, or accident. Support is provided to students, parents and school staff. In order to respond to crisis calls, each member of the team carries the pager for two to three weeks and ensures that when a crisis occurs, all staff are alerted. Complex Autism Diagnostic Assessment Team (CADAT) This team, consisting of a Psychological Services Consultant and a Speech-Language Pathologist, provides diagnostic assessments to determine, in complex cases, if the student meets the criteria for an Autism Spectrum Disorder diagnosis (DSM 5). Referrals must be made through the Consultant Support Team at the school. A psychoeducational assessment must have been completed before the CADAT assessment can be carried out. Outreach Team This Special Education team supports schools in teaching students with Autism Spectrum Disorders. Training, modeling, coaching and guided practice are provided to build school capacity using a gradual release of responsibility model. The team focuses on developing school capacity to use ABA and TEACCH instructional methods to decrease challenging behaviour, increase skill acquisition, improve access to curriculum and increase student independence. Specialized Support Team (SST) This team is made up of members from Communication, Language and Speech Services, Psychology, Special Education, and Social Work. This is the highest level of support available for students with behaviour and/or mental health needs. This team assists schools and families in working together to support a student s ability to function successfully at school. Upper Grand District School Board Special Education Plan Page 24

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

26 School Level IPRCs Team Composition School Principal/Vice-Principal (Chair) Special Education teacher or Resource teacher one other staff member Mandate of School Level IPRCs review annually a student s identification and placement made by a system level IPRC declare a student not exceptional with a written request from the parents or student if 18 years of age or older change the placement of a student from a special education class to a regular class when appropriate (i.e. moving from Grade 8 to secondary) IPRC Process System IPRC meetings occur throughout the school year for the initial identification and placement of exceptional students as well as subsequent changes to either the identification and/or placement of the student. These meetings are organized centrally by the Special Education Department. Each January, students names are referred to a System Placement Committee if a special education class is being considered. Prior to these referrals, staff will take the following steps: assess student needs; discuss with the parents the possible placement options; prepare relevant data, including formal/informal assessments ; and present the referral to the CST. The System Placement Committee discusses each referral to make sure the student meets the appropriate criteria and checks for available spaces for the following September. Only the most appropriate students are recommended to be placed in these system classes as there are limited placements available. System IPRC meetings, for special education class placements in September, generally occur in the spring. On rare occasions, students are placed in system special education classes at other times of the school year. These exceptions may be for students new to the board. This may occur by referring these situations to the Special Education Coordinator. Upper Grand District School Board Special Education Plan Page 26

27 Parent Consent and Dispute Resolution Parents are informed by the IPRC of the recommendations for identification, the placement and the strengths and needs statements during the IPRC meeting. If parents are not in attendance, they are informed of the results verbally shortly thereafter by school staff. Written copies of the IPRC minutes are sent to the principal of the school by the Special Education Department. The principal sends copies of the IPRC minutes to the parents for their signature. A copy is provided for the parents records. Parents may decide to accept or decline the placement recommendations of the IPRC. Should the parents be unable to decide at the IPRC meeting, then the Committee will adjourn to provide more time for the parents to decide. If the parents are not in attendance and do not agree with the placement recommended by the IPRC, then the Committee defers a decision to consider alternate placements. IPRC Reviews The identification and placement of every identified student are to be reviewed annually and all IEP s are to be reviewed once each reporting period. Disputes regarding IPRC recommendations are normally resolved at the school level but may involve the mediation of members of the Program Department or Superintendent of Program. Parents are informed of their rights to dispute the IPRCs recommendations for identification and placement as outlined in the Parents Guide to Special Education. If parents do not provide their consent or disagreement, Principals implement the IPRC decision. Mediation and Appeal Process With respect to appeals, the Board follows the appeal process as outlined in the Regulations. If necessary, the Board would seek the assistance of a mediator in an effort to resolve disputes and would welcome the involvement of parent advocates or other professionals to the process according to the wishes of the parent. Conflict Resolution and Shared Solutions The Ministry published and distributed the guide: Shared Solutions - A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs in This resource guide is intended to help parents, educators, and students with special education needs, work together to prevent conflicts, resolve issues quickly, and allow students to develop their full potential and succeed in school. The Upper Grand District School Board endorses the approaches, techniques and strategies for conflict prevention and resolution. Upper Grand District School Board Special Education Plan Page 27

28 Guidelines for IPRC Identification The following are the guidelines which are used by the Upper Grand District School Board in determining the appropriateness of an identification as exceptional in each of the Ministry categories. Required Documentation for System IPRC The school team presents the following documentation to the Special Education Department: Educational Assessment Package Student Information for Identification, Placement and Review Committee (IPRC) or Application for Special Education Class Placement form (completed during the current academic school year) Individual Education Plan recent Report Card Student Profile student work samples Diagnostic assessments relevant to IPRC Behaviour Plan (where applicable) Safety Plan (where applicable) In addition, the following conditions and documentation are required for specific exceptionalities by the Upper Grand District School Board IPRC: Behaviour documentation of severity and frequency of behaviours which are persistent and ongoing supportive medical, emotional, or counselling information as applicable evidence that the behaviours are detrimental to self and/or others evidence that the behavioural responses are not better explained by another known or identifiable Ministry of Education exceptionality Communication Autism Spectrum Disorder diagnosis by a qualified professional Learning Disability evidence of at least average ability on a standardized cognitive assessment a significant discrepancy between achievement and predicted ability not better explained by another exceptionality low achievement in some area(s) of academics Upper Grand District School Board Special Education Plan Page 28

29 Language Impairment a Speech and Language Assessment reflecting significant difficulties in either expressive or receptive language low academic achievement requiring accommodations and/or modifications language problems not better explained by another exceptionality Speech Impairment a Speech and Language Assessment reflecting significant impairment in speech intelligibility requiring accommodations and/or modifications Deaf and Hard of Hearing an Audiologist or Medical Practitioner Assessment or report of hearing deficit hearing loss resulting in academic difficulties student need for accommodations and/or program modifications Intellectual Mild Intellectual Disability a Cognitive Assessment on an individually administered intelligence test indicating a Full Scale I.Q. score or General Ability Index that falls between 2 nd to 8 th percentiles, inclusive consideration of Adaptive Functioning using standardized measures with delays (2 nd to 8 th percentile) noted in at least one area consideration of academic skills with most falling well below grade level requiring most areas of the curriculum to be modified Developmental Disability a Cognitive Assessment on an individually administered intelligence test indicating a Full Scale I.Q. score or General Ability Index that falls at, or below, the 2 nd percentile (plus or minus one standard error of measurement) OR where formalized measures of cognitive ability cannot be administered, there must be a documented history of habilitative services, and need for modification in most areas of the curriculum and daily functioning Adaptive Functioning, as measured on standardized questionnaires, indicating delays in one of more areas, falling at, or below, the 2 nd percentile (plus or minus one standard error or measurement) is required whether or not a formal cognitive assessment is completed Giftedness group Administered Ability Test indicating an Overall or Composite score at, or above, the 98 th percentile on an individually administered intellectual test (using Canadian norms where available), a Full Scale I.Q. score or General Ability Index at, or above, the 98 th percentile is required academic skills in reading are two grades above level and skills in math and writing are at, or above grade level expectations Upper Grand District School Board Special Education Plan Page 29

30 students who meet the cognitive assessment criteria but who do not fully meet the academic criteria may be considered, following a review of the data by the Psychological Consultant Physical Physical Disability medical diagnosis and information curriculum modifications or accommodations related to physical limitation or deficiencies Blind and Low Vision medical Assessment or current Ophthalmology Report documentation of curriculum accommodations and/or modifications needed Multiple relevant medical information or documentation related to the areas of need documented needs in two or more areas of exceptionality with special services required Upper Grand District School Board Special Education Plan Page 30

31 Special Education Placements Provided by the Board Special Education Placements Students who need special education programs and services usually receive support through the Classroom Teacher and the Special Education Resource Teacher. However, there are other special education placements if additional support is needed. A special placement is decided through the Identification, Placement, and Review Committee (IPRC). List of Schools and Placements Learning Disability Programs (Partially Integrated Classes) Erin Public School: Junior Programs Mitchell Woods Public School: Junior Program Ottawa Crescent Public School: Junior Program Parkinson Centennial Public School: Junior Program Rockwood Centennial Public School: Junior Program Westwood Public School: Junior Program Willow Road Public School: Junior Program Mild Intellectual Disability Programs (Partially Integrated Classes) Arthur Public School: Junior/Intermediate Program Drayton Heights Public School: Intermediate Program Gateway Drive Public School: Junior/Intermediate Program Hyland Heights Elementary School: Junior/Intermediate Program Mitchell Woods Public School: Junior/Intermediate Program Paisley Road Public School: Junior Program Palmerston Public School: Junior and Intermediate Programs Parkinson Centennial Public School: Junior/Intermediate Rockwood Centennial Public School: Junior/Intermediate Program Waverley Drive Public School: Junior and Intermediate Programs Willow Road Public School: Intermediate Program Upper Grand District School Board Special Education Plan Page 31

32 Developmental Disability Programs Centennial Collegiate Vocational Institute: Secondary Program 4 classes Centre Dufferin District High School: Secondary Program Centre Wellington District High School: Secondary Programs 2 classes College Heights Secondary School: Secondary Program 2 classes Elora Public School: Junior/Intermediate Program Guelph Collegiate Vocational School: Secondary Program Island Lake Public School: Primary/Junior Program John F. Ross Collegiate Vocational Institute: Secondary Program 5 classes June Avenue Public School: Primary/Junior Program Ken Danby Public School: Junior/Intermediate Program John Galt Public School: Primary/Junior Program Minto Clifford Public School: Primary/Junior and Junior/Intermediate Programs Montgomery Village Public School: Junior/Intermediate Program Norwell District Secondary School: Secondary Program 3 classes Orangeville District Secondary School: Secondary Program 5 classes Priory Park Public School: Primary/Junior Program Rickson Ridge Public School: Intermediate Program Sir Isaac Brock Public School: Primary/Junior Program Taylor Evans Public School: Intermediate Program Victoria Cross Public School: Junior/Intermediate Program Victoria Terrace Public School: Primary/Junior Program Wellington Heights Secondary School: Secondary Program Willow Road Public School: Primary/Junior Program Gifted Programs Settlers Creek Public School: Grades 4 to Grade 8 Programs Waverley Drive Public School: Grades 4 to Grade 8 Programs Upper Grand District School Board Special Education Plan Page 32

33 Description of Special Education Placements The Upper Grand District School Board offers five categories of special education placements: a regular class with indirect support a regular class with resource assistance a regular class with withdrawal assistance a special education class with partial integration and a special education class full-time These placements are decided by the Identification, Placement and Review Committee. What is the difference between a special education class and resource or withdrawal support? Special education classes as described in the Description of Special Education Placements are provided in classes taught by a special education teacher. Students are in the classes for 50% to 100% of the school day. These classes are available at a limited number of schools. Placement in one of these system programs is done through an Identification Placement Review Committee. Students are transported to these programs as required. Resource support is available at all schools. Student placement is in the regular classroom but additional support is provided by a special education teacher. This support may be in the regular classroom or in a resource room. The amount of support and location of the support is decided on a case by case basis. Students who need ongoing special education support and services have an Individual Education Plan (IEP). What is integration? Integration is a term that is used in many placement decisions by an IPRC. Integration refers to the inclusion of the student in a different setting. Inclusion is encouraged at the Upper Grand District School Board in regular classrooms, school community and the local neighbourhood community. The amount of integration varies according to student profiles (i.e. interests, strengths and needs), the type of program, the level of the student and availability. When do students in developmental disabilities classes receive work experience? Students must be 16 years of age to participate in the out of school work experience. Up to 40% of the school week may be used for work experience in one-two placement per semester. Students who are 18 years of age and older may have 2-3 work placements per semester for up to 60% of the school week. The work experiences of students in their final year are guided by the transition plan but are limited to a maximum of 80% of the school week. These work experience guidelines are applied in the semester following the student s birthday. Upper Grand District School Board Special Education Plan Page 33

34 Work placements are designed to support educational goals. Some students who are medically fragile or who have significant behaviour challenges may be exempt from participating in work experience. Placement in Learning Disabilities Program grades 4 to 6 students are integrated into regular classes for up to 50% of the day Purpose of Class: to provide targeted skill development and strategies to help students work at their grade level in the regular classroom to focus on skills in reading, writing and math to improve student use of technology as a learning tool, as appropriate Requirements for Placement in Learning Disabilities Program: student has been identified by IPRC as Communication: Learning Disability over 50% of the student s curriculum requires modification student has received minimum of one year of intensive Special Education Resource Support Educational Assessment showing significant academic delays based on current classroom assessments Placement in Mild Intellectual Disabilities Program junior - Grades 4-6 and Intermediate - Grades 7-8 students are integrated into regular classes for up to 50% of the day Purpose of Class: to provide modified curriculum as necessary for student success to focus on modified curriculum in reading, writing and math to improve students strategies and skills to be successful when integrated into the regular classroom Requirements for Placement in Mild Intellectual Disabilities Program: student has been identified by IPRC as Mild Intellectual Disability student has received minimum of one year of intensive Special Education Resource Support Educational Assessment showing significant academic delays based on current classroom assessments consistent with a mild intellectual disability Upper Grand District School Board Special Education Plan Page 34

35 Placement in Developmental Disabilities Program Programs are available at the primary, junior, intermediate (may be combined) and secondary levels integration is based on individual situations secondary level is a non-credit granting program that incorporates a work experience/community involvement component Purpose of Class: to provide a functional curriculum to develop social skills, life skills, communication skills, as well as, functional reading, writing and mathematics, as suitable At the Secondary Level: to provide programming that places an emphasis on community, volunteer opportunities and work experiences (School, Community, and Work Transition Program) Requirements for Placement Developmental Disabilities Program: student has been identified by IPRC as Developmental Disability (or alternate requiring developmental programming) Educational Assessment showing achievement consistent with a developmental disability placement levels: Students move to the next level according to their age o Primary/Junior to Intermediate: year students turn 12 (for schools with primary/junior classes) o Intermediate to Secondary: year students turn 14 o Graduate from the program: year students turn 21 Placement in the Gifted Program grades 4-8 some classes are multi-grade depending on enrolment Purpose of Class: to provide program extensions in breadth and depth based on grade level curriculum Requirements for Placement: student has been identified by IPRC as Gifted Canadian Cognitive Assessment Test score or Psychological Assessment at 98 th percentile and above Educational Assessment showing achievement at grade level or beyond in writing and mathematics and reading ability at or above two grade levels beyond current grade Upper Grand District School Board Special Education Plan Page 35

36 Other Specialized Supports Placements for Students Who Are Deaf or Hard of Hearing A range of placements is available for students in the Upper Grand District School Board who are deaf or hard of hearing. Decisions about placement and the amount of support are centred on the student s individual strengths and needs with input from parents and ongoing assessments. 1. The first option, that is considered, is the placement in a regular class at the community school. Students may receive the support of an Itinerant Teacher of the Deaf and Hard of Hearing, a Resource Teacher, and other professionals such as a Speech-Language Pathologist or a Sign Language Interpreter. 2. Students who are deaf or hard of hearing may also be placed in a special education class, as appropriate, and receive consultation from an Itinerant Teacher of the Deaf and Hard of Hearing and a Speech-Language Pathologist. 3. Students who use American Sign Language as their first language may attend the Ernest C. Drury School for the Deaf in Milton, Ontario as a day or residential student, if the placement is appropriate. Transportation is provided by Upper Grand District School Board. Placements for Students Who Are Blind or Visually Impaired The most appropriate and enabling educational placement for students who are blind, deaf/blind or visually impaired is based on the individual needs of the student as determined through ongoing assessment. 1. The first option that is considered is the placement in a regular class at the community school. Students who are blind, deaf/blind or visually impaired may receive the support of an Itinerant Teacher of the Blind and Visually Impaired, a Deaf/Blind Intervener, a Resource Teacher and other professionals as required. 2. Students who are blind, deaf/blind or visually impaired may be placed in a special education class, as appropriate, and receive the support of an Itinerant Teacher of the Blind and Visually Impaired and other professionals as required. 3. Students who are blind, deaf/blind or visually impaired may attend The W. Ross MacDonald School in Brantford, if the placement is appropriate, as a day or residential student. Transportation is provided by the UGDSB. Upper Grand District School Board Special Education Plan Page 36

37 Supports for Students with Autism Spectrum Disorder Elementary students with autism spectrum disorder (ASD) who are placed in a regular class with resource support receive this support in their home community school. At the secondary level, students with ASD in applied or academic courses attend their local secondary school. Some secondary students with ASD may require courses at the essential level that are not available in their local secondary school so another school in the community may be considered. Resources and professional development are available to classroom teachers, resource teachers and educational assistants to promote evidence-based practices. These practices are described in Policy and Program Memorandum 140, and supported by the ASD Outreach Program and the ABA Facilitator. Supports for Students with Learning Disabilities Students with learning disabilities are usually placed in regular classrooms with some support from the Special Education Resource Teacher at the school. Additional support is provided to regions of the school board by Itinerant Technology Resource Teachers. These teachers travel between schools and work with targeted students in grades 4-6 who have been diagnosed with a learning disability and have benefitted from the use of technology. A key focus of Itinerant Technology Resource Teachers is in supporting students to become independent users of assistive technology in order to further develop their literacy and numeracy skills. General Timelines: Special Education Class Placement Procedures Fall Term All In-School Teams (IST), in conjunction with their Consultant Support Teams (CST) based on criteria provided, decide which students should be referred to the System Placement Committee for consideration for system placement. The CST reviews students presently in system placements who should continue to be considered for system placements in the following September. November/December In-School Teams, in conjunction with students parents, prepare System Placement Referral packages for Learning Disability, Mild Intellectual Disability, Developmental Disability, and Gifted students to be submitted to Special Education Services by late December. Students may be considered for placement at each grade level that the class includes (e.g. Junior Learning Disabilities Classes Grades 4-6, students may start at Grade, 4, 5 or 6). Upper Grand District School Board Special Education Plan Page 37

38 January/February System Placement Committee finalizes all student placement decisions and notifies all referring schools. Schools notify parents of the IPRC meeting 10 days before the meeting date, and forward the Parent Guide to Special Education pamphlet to them. March to June IPRC meetings are conducted to make system placement decisions. Minutes detailing the IPRC decision regarding exceptionality and placement are forwarded to the parents. Schools forward a signed copy of each IPRC minute form to the Special Education Department and notify the Special Education Department of any students whose parents decline a system special class placement. Upper Grand District School Board Special Education Plan Page 38

39 Individual Education Plans (IEP) What is an Individual Education Plan (IEP)? An IEP is: a written plan describing the special education program and/or services required by a student based on assessments that show the student s strengths and needs that affect the ability to learn a description of the key features of the program and/or services; not a daily plan or outline of everything that will be taught to the student The special education program may have: accommodations to help the student achieve the grade level curriculum expectations modifications from the expectations for the grade level in a particular subject or course alternative expectations, if required, in program areas not represented in the Ontario curriculum Why develop an IEP? Students with special needs often need specific education supports to be successful in school. An IEP may be developed for a student who requires a special education program and/or services. In these cases, an IEP is required when: the school principal determines that a student s achievement will be assessed on the basis of modified expectations and/or the student regularly requires accommodations for instructional or assessment purposes, such as specialized equipment What must be included in the IEP? students strengths and needs according to assessment an outline of the special education program and services that will be provided specific educational expectations, teaching strategies and assessment methods for modified and alternative curriculum ABA methods are incorporated into IEPs of students with ASD, where appropriate transition plan for students with ASD which may include: entry to school, transition between activities and settings or classrooms, transitions between grades a transition plan considering the physical, emotional, and learning needs of the student to support major transitions (e.g. grade to grade, school to school) and/or those during the school day (e.g. recess to class, activity to activity) if the student has not particular need of support during transitions beyond what is provided to all students, the transition plan should state that no actions are required, with the need for a specific transition plan being reviewed in an ongoing basis Upper Grand District School Board Special Education Plan Page 39

40 What is the process involved in developing an IEP for a student? The principal will assign a teacher the responsibility of coordinating the development, implementation, and monitoring of the student s IEP in collaboration with a team. The membership of the IEP team should vary depending on the needs of the student. Members may include the student, the student s parent/guardian, the student s teachers, the principal, appropriate special education staff and support personnel, and staff from community agencies, as appropriate. The IEP process involves the following five phases: 1. Gathering information the IEP team may gather information by observing the student, completing assessments, reviewing documentation. 2. Setting the direction typically one teacher is given the primary responsibility for coordinating the development and works with the IEP team 3. Developing the IEP The IEP must be completed within 30 school days of a student beginning a special education program. Principals are required to ensure that parents are consulted in the development of the IEP. 4. Implement the IEP The classroom teacher, special education teacher and support staff, where applicable implement the program and services outlined in the student s IEP. 5. Review and update the IEP Modified and alternative learning expectations must be reviewed, and updated as necessary, at least once in every reporting period. 6. As a working document, the IEP should reflect any adjustments to learning expectations, teaching strategies, and assessment methods as required. How is the development of IEPs supported through Program Services? Special Education Consultants provide professional development on the effective use of IEPs. Examples of IEPs for students with a variety of special needs from kindergarten to secondary school are shared with special education teachers during professional development sessions. In , an updated version of the IEP software was introduced to special education teachers. The changes improved some of the features of the IEP software. In the spring of 2012, an internal audit of a sample of IEPs was completed as directed by the Ministry of Education. This audit was to evaluate how well the IEPs followed the Ministry IEP standards. The IEP audit team included a member from SEAC, a Principal, Special Education Teachers and Program Department staff. Results of the IEP audit were shared with SEAC, Principals and Special Education Teachers in Upper Grand District School Board Special Education Plan Page 40

41 Key findings of the audit included: Significant improvement in the IEPs with 12 out of 13 areas at the satisfactory or proficient level in ; and in a audit, 10 out of 13 were at the satisfactory level Setting and writing annual program goals will remain a focus for professional development based on the results of the audit Upper Grand District School Board Special Education Plan Page 41

42 Special Education Staff Information on the types of staff who provide special education programs and services may be found in the chart entitled Special Education Staff. The chart outlines the types of Special Education and Support staff employed by the board. Special Education Staff Teachers of exceptional students Teachers for resource/withdrawal programs Special Education Staff Staff Qualifications Special Education, Part 1 Teachers for self contained classes Special Education, Part 1 Full Time Equivalent (FTE) Elementary Secondary Elementary Secondary Other special education teachers Itinerant Teachers: Deaf & Hard of Hearing The Deaf, Part Blind/Visually Impaired The Blind, Specialist 2.5 Technology Coach Special Education, Part Technology Resource Teacher Special Education, Part Autism Spectrum Disorders (ASD) Special Education, Part Coordinators Special Education Specialist 1.0 Consultants Special Education Specialist 6.0 Educational Assistants in special education Special Program Assistants Communication, Language and Speech Servicers E. A. Diploma preferred Upper Grand DSB trained 7.0 Other professional resource staff Psychologists Ph. D (Psychology) 2.9 Psychological Associates M.A. (Psychology) 7.8 Speech Language Pathologists Masters Degree or equivalent as recognized by CASLPO 10.2 Social Workers M.S.W., Child & Youth Counsellor Diploma 10.0 Child & Youth Counsellors Child & Youth Counsellor Diploma 31.7 Paraprofessional resource staff Orientation and Mobility Personnel Contracted as required Oral Interpreters (for deaf students) Contracted as required Sign Language Interpreters (for deaf students) Certificate of Interpretation As required Upper Grand District School Board Special Education Plan Page 42

43 Educational Assistant Staffing for Special Education The Upper Grand District School Board Policy 407 describes the procedures for the staffing of educational assistants. Policy 407: Educational Assistant / Special Program Assistant Staffing for Special Education. Criteria for Special Education Educational Assistants Allocation: Student Needs Students considered for support by Educational Assistants/Special Program Assistants must have characteristics in one or more of the following areas: significant physical limitations, developmental disabilities, or complex needs which require special assistance in learning situations to provide the opportunity for educational achievement and to maintain health and well being significant behavioural difficulties where there is a danger to self and/or others or significant social/emotional problems causing disruption of classroom learning and environment Allocation of Special Education School Based Educational Assistant Procedures Each school reviews students needs with the Consultant Support Team (CST) in order to confirm the school s need of Educational Assistants for the next school year. Student Need Assessment Forms are provided to Principals to assist the teams in summarizing students needs for support. Any new needs are supported by appropriate documentation such as: an IEP, Behaviour Plan, Safety Plan, Assessment, and/or Medical Report. The Principal submits the documents to the Program department. The Allocation Committee is made up of the Superintendent of Program, Principals, the Superintendents of Education, the Special Education Coordinator and the Special Education Consultants. The Allocation Committee reviews the needs of each school and determines the allocation of Educational Assistants available to the school. Recommendations from the Allocation Committee are taken to the Superintendents of Schools to determine final allocation of Educational Assistants to schools. Once the Board budget is confirmed, the schools are notified by the Human Resources department of their final allocation of Educational Assistants for the next school year. In September, the Allocation Committee reviews school Educational Assistant allocations based on any new developments that may have occurred between the time of allocation and the beginning of the school year, and makes required adjustments to the schools allocations. Upper Grand District School Board Special Education Plan Page 43

44 Where an unplanned need arises through the year Transitional Educational Assistants may be assigned to a school on a short-term basis. In January, the Allocation Committee reviews school Educational Assistant allocations based on any new developments that have occurred between September and January and makes required adjustments to the schools allocations. Upper Grand District School Board Special Education Plan Page 44

45 Specialized Equipment The purpose and guidelines for special equipment amount (SEA) funding for equipment for students with special needs is outlined in the Ministry of Education document, Special Education Funding Guidelines: Special Equipment Amount (SEA) Does my child need special documentation to use technology at school? Not necessarily. Computers and other types of technology are available in schools throughout the Upper Grand District School Board. Most students including those with special needs have access to equipment in their schools such as computers, ipads, Chromebooks and specialized software. However, some students have particular special needs that make the use of specialized equipment essential to access the curriculum and/or attend school. If the technology available at the school is not meeting the needs of your child, you may want to discuss your concerns with the Special Education Resource Teacher. Special documentation may be required if additional specialized equipment is needed by your child. Does a student need to be identified as an exceptional student to be able to use specialized equipment? No. Students do not need to be formally identified as an exceptional student to use specialized equipment. What documentation is needed if additional specialized equipment is required? The need for the equipment must be recommended by a relevant qualified professional. Qualified professionals include: psychologist or psychological associate, physician, social worker, audiologist, speech and language pathologist, augmentative communication therapist, optometrist, occupational therapist, physiotherapist, as well as recommendations from a Provincial or Demonstration School or by specialist teachers working for a school board where their qualifications and expertise are recognized by the Provincial Schools Branch. Evidence of the use of equipment must be documented in the student s Individual Educational Plan (IEP) or in other program documentation. The decision to provide additional equipment is based on several factors including availability, evidence of suitability, and other input provided by those involved. Often the child s openness and ability to use the equipment is a key factor. Upper Grand District School Board Special Education Plan Page 45

46 What is the purpose of SEA funding? SEA funding is to provide funding to school boards to assist with the costs of essential specialized equipment so students with special needs can: access the Ontario curriculum or a board determined program attend school including being transported to and from school How is SEA funding obtained? School boards receive funding in two ways: 1. Funding is provided to school boards according to the number of students in the board, to purchase computers, software, computing related devices and required supporting furniture identified for use by students with special education needs, as well as all training and technician costs for all SEA equipment, in accordance with the guideline. 2. School boards are able to submit claims to the Ministry of Education to fund noncomputer equipment to be used by students with special education needs including sensory, hearing, vision, personal care and physical assist equipment. Upper Grand District School Board Special Education Plan Page 46

47 Transportation for Students with Special Education Needs Service de transport de Wellington-Dufferin Student Transportation Services (STWDSTS) is a consortium of five school boards providing transportation for eligible students living in Wellington and Dufferin Counties. The bus drivers, who are employed by the operators, receive extensive driver, safety and first aid training. In addition, five cab companies provide school transportation for students with special needs. A special transportation request may be made if a student meets the following criteria: 1. Has a physical handicap that prevents him/her from boarding a bus and walking to his/her seat. 2. Attends a congregated, specialized program outside his/her school catchment area. 3. Has been identified by the school boards Special Education Department as requiring special transportation. 4. Has a medical condition requiring special transportation (in this case, the request must be accompanied by a doctor s note). 5. Attends a provincial school or a treatment centre. Special transportation requests are approved on an annual basis and must be reviewed each year. The STWDSTS works with the Special Education Department and the School Principal to maintain an accurate list of students who receive transportation according to the special transportation criteria. The STWDSTS website provides bus information, such as bus delays and cancellations, and answers to common transportation questions. Upper Grand District School Board Special Education Plan Page 47

48 Transition Planning Throughout the life of a student in the Upper Grand District School Board, there are a variety of transitions. The following chart provides an overview of some of the transitional supports through the grades. The team and type of activities will vary from school to school. Although students are not always listed as part of the planning team, their involvement is key at varying levels. School team may include: Principal, Special Education Resource Teacher, Classroom Teacher, Itinerant Teacher (e.g. Blind/Low Vision; Deaf and Hard of Hearing), Child and Youth Worker, Early Childhood Educator, Educational Assistant. In addition at the secondary level, the school team may also include: Head of Special Education, Student Success Teacher, Head of Guidance, Social Worker. Consultant Support Team may include: Speech-Language Pathologist, Psychological Consultant, Special Education Consultant Community-based service providers may be part of transition planning teams. The involvement of community providers is especially important at preschool to school transitions and school to community transitions. Stage or Program Stage/Program Preschool to School Stage/Program New to Board Planning Team Parent(s) School team Planning Team Plus, if Special Needs: Consultant Support Team Community Service Providers as involved with the child/family (e.g. Child Care Staff, Trellis, Dufferin Child and Family Services, Community Care Access Centre, KidsAbility, Wee Talk, Central West Blind/Low Vision and Infant Hearing Program) Planning Team Parent(s) School Team Plus, if Special Needs: Consultant Support Team Types of Activities Types of Activities School based transition activities (e.g. classroom visits, library programs, family social events) Plus, if Special Needs: Transition meeting Individualized transition activities Stage/Program If Special Needs: Transition meeting Delay intake to arrange programming, as appropriate Upper Grand District School Board Special Education Plan Page 48

49 Stage/Program Specialized Class Placement Stage/Program School to school: K-6 to 7-8 Stage/Program Special Education Class Transfer (e.g. combining classes) Planning Team Parent(s) School Team: current and new placement Special Education Consultant Planning Team Current school team to new school team If Special Needs: Parents Resource Teachers Planning Team Parent(s) Current school team New school team Consultant Support Team Stage/Program Discussion and planning for transition from fall to spring (discuss placement to placement decision) Stage/Program Schools encouraged to plan transition with new class (e.g. arrange visit, transition kit 08) SEA equipment moved to new school by SEA technicians Parent tours or information packages Stage/Program School information session and tour If Special Needs: Additional visit(s) as needed SEA equipment moved to new school by SEA technicians Special Education Resource Teachers meet to discuss student profiles (e.g. IPRC reviews) Stage/Program Collaborative planning for transition activities by teachers Visits by students, staff and parents Use of transition kits Upper Grand District School Board Special Education Plan Page 49

50 Stage/Program Elementary to Secondary Stage/Program Provincial School to Local School Stage/Program Youth Options to Local School Stage/Program Section 23 Program to Local School Stage/Program Secondary to Post Secondary Planning Team Current school team New school team Plus, if Special Needs Parents Special Education Resource Teachers Secondary Special Education Head Planning Team Provincial School Team Parents, Student, School team May include community partners Planning Team Youth Options Vice Principal and Transition Team Parents, Student, School team May include community partners Planning Team Section 23 Vice Principal and Transition Team Parents, Student, School team May include community partners Planning Team Parents, Student School Team If Special Needs Special Education Head Stage/Program Secondary staff visit elementary schools to describe programming options School visits by students Use of My Blueprint by Students Parent information sessions If Special Needs: Special Education teachers meet to discuss student profiles (e.g. attend IPRC reviews) Transition planning through IEP and IPRC Review processes SEA equipment moved to new school by SEA technicians Stage/Program Define student s needs and plan supports Transfer of specialized equipment Orientation visit Stage/Program Define student s needs and plan supports Transfer of specialized equipment Orientation visit Stage/Program Define student s needs and plan supports Orientation visits Stage/Program Information Sessions Transition planning through IEP and IPRC Review processes Upper Grand District School Board Special Education Plan Page 50

51 Stage/Program Secondary Special Education Class to Community Planning Team Parents, Student, School team May include community partners Stage/Program Transition planning through IEP and IPRC Review processes Community experience opportunities are planned to meet student interests and needs (i.e. between ages 16-21, as applicable) Upper Grand District School Board Special Education Plan Page 51

52 Roles and Responsibilities The School Principal The school principal: carries out duties as outlined in the Education Act, regulations, and policy documents, including policy/program memoranda, and board policies; ensures that appropriately qualified staff are assigned to teach special education classes; communicates Ministry of Education and school board policies and procedures about special education to staff, students and parents; ensures that the identification and placement of exceptional pupils, through an IPRC, is done according to the procedures outlined in the Education Act, regulations and board policies; consults with school board staff to determine the most appropriate program for students with special education needs; ensures the development, implementation, and review of a student s Individual Education Plan (IEP), including a transition plan, according to provincial requirements; ensures that parents are consulted in the development of their child's IEP and that they are provided with a copy of the IEP; ensures the delivery of the program as set out in the IEP; consults with school board staff to determine the need for specialized equipment and monitors the appropriate use of the equipment; ensures that appropriate assessments are requested and that, if necessary, appropriate consents are obtained. The Teacher The teacher: carries out duties as outlined in the Education Act, regulations, and policy documents, including policy / program memoranda; follows board policies and procedures regarding special education; works with the special education teacher to acquire and maintain up-to-date knowledge of special education practices; where appropriate, develops the IEP with special education staff and parents for a student with special education needs; provides the program for the student with special education needs in the regular class; communicates the student's progress to parents; works with other school board staff to review and update the student's IEP. Upper Grand District School Board Special Education Plan Page 52

53 The Special Education Teacher The special education teacher (in addition to responsibilities listed above for teachers): holds qualifications, in accordance with regulations under the Education Act, to teach special education; monitors the student's progress with reference to the IEP and modifies the program as necessary; assists in providing educational assessments for exceptional pupils. The Parent (When parent is used in this plan, the word parent includes guardian.) Parents: familiarize themselves with board policies and procedures in areas that affect their child; participate in IPRCs, parent-teacher conferences, and other relevant school activities; participate in the planning of the student s Individual Education Plan (IEP); become acquainted with the school staff who work with the student; support the student at home; work with the school principal and teachers to solve problems; are responsible for the student's attendance at school. The Student The student: complies with the requirements as outlined in the Education Act, regulations, and policy documents, including policy/ program memoranda; complies with board policies and procedures; participates in Identification, Placement, and Review Committees (IPRCs), parent-teacher conferences, and other activities, as appropriate. The Special Education Advisory Committee Special Education Advisory Committee webpage The Special Education Advisory Committee: makes recommendations to the board with respect to any matter affecting the establishment, development, and delivery of special education programs and services within the board; participates in the board's annual review of its special education plan; participates in the board's annual budget process as it relates to special education; reviews the financial statements of the board as they relate to special education; provides information to parents, as requested. Upper Grand District School Board Special Education Plan Page 53

54 The Ministry of Education The Ministry of Education: sets out, through the Education Act, regulations, and policy documents, including policy/program memoranda, the legal obligations of school boards regarding the provision of special education programs and services; prescribes the categories and definitions of exceptionality; requires school boards to provide appropriate special education programs and services for their students with special education needs; establishes the funding for special education through the structure of the funding model; requires school boards to report on their expenditures for special education; sets province-wide standards for curriculum and for reporting achievement; requires school boards to maintain special education plans, review them annually, and submit amendments to the ministry; requires school boards to establish Special Education Advisory Committees (SEACs); establishes the Ontario Special Education (English and French) Tribunals to hear disputes between parents and school boards regarding the identification and placement of exceptional pupils; establishes a Minister s Advisory Council on Special Education to advise the Minister of Education on matters related to special education programs and services; established a Provincial Parent Association Advisory Committee on Special Education Advisory Committees; operates Provincial and Demonstration Schools for students who are deaf, blind, or deaf-blind, or who have severe learning disabilities. The District School Board or School Authority The district school board or school authority: establishes school board policy and practices that comply with the Education Act, regulations, and policy documents, including policy/program memoranda; monitors school compliance with the Education Act, regulations, and policy documents, including policy/program memoranda; requires staff to comply with the Education Act, regulations, and policy documents, including policy/program memoranda; provides appropriately qualified staff to deliver programs and services for the students with special education needs in the board; reports on the expenditures for special education; develops and maintains a special education plan that is amended from time to time to meet the current strengths and needs of the students with special education needs in the board; reviews the plan annually and submits amendments to the Minister of Education; provides statistical reports to the ministry as required; prepares a parent guide to provide parents with information about special education programs, services, and procedures; Upper Grand District School Board Special Education Plan Page 54

55 establishes one or more IPRCs to identify students with special education needs and determine appropriate placements for them; establishes a Special Education Advisory Committee; provides professional development to staff on special education. Upper Grand District School Board Special Education Plan Page 55

56 Communicating with school staff When a parent has questions or concerns, it is important to speak first to the classroom teacher who is familiar with the daily activities of the student. The special education resource teacher or school principal may address questions or concerns beyond the classroom level or if problems continue. The following chart shows staff at different levels who may be contacted to assist in resolving issues. Consultation Sequence for Special Education Issues Elementary Schools: Classroom Teacher Provides programming Resource Teacher Supports special education programming Principal / Vice-Principal Provides in-school leadership Superintendent of Education Provides system leadership for Principals and Vice-Principals Superintendent of Program Provides system leadership for special education Secondary Schools: Classroom Teacher Provides programming Resource Teacher Supports special education programming Special Education Department Head Provides in-school support for special education Principal / Vice-Principal Provides in-school leadership Superintendent of Education Provides system leadership for Principals and Vice-Principals Superintendent of Program Provides system leadership for special education Additional support for school staff and parents: Special Education Consultant Provides school-based support for special education Special Education Coordinator Provides system support for special education Upper Grand District School Board Special Education Plan Page 56

57 Categories and Definitions of Exceptionalities The following are the categories and definitions of exceptionalities provided by the Ministry. Behaviour A learning disorder characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and that may be accompanied by one or more of the following: a) an inability to build or to maintain interpersonal relationships ; b) excessive fears or anxieties; c) a tendency to compulsive reaction; d) an inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof. Communication Autism A severe learning disorder that is characterized by: a) disturbances in: - rate of educational development; - ability to relate to the environment; - mobility; - perception, speech, and language; b) lack of the representational symbolic behaviour that precedes language. Deaf and Hard-of-Hearing An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound. Language Impairment A learning disorder characterized by an impairment in the comprehension and/or the use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical, or sensory factors, and which may: a) involve one or more of the form, content, and function of language in communication; and b) include one or more of the following: - language delay; - dysfluency; - voice and articulation development, which may or may not be organically - or functionally based. Upper Grand District School Board Special Education Plan Page 57

58 Speech Impairment A disorder in language formulation that may be associated with neurological, psychological, physical, or sensory factors; that involves perceptual motor aspects of transmitting oral messages; and that may be characterized by impairment in articulation, rhythm, and stress. Learning Disability A learning disorder evident in both academic and social situations that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication, and that is characterized by a condition that: a) is not primarily the result of: - impairment of vision; - impairment of hearing; - physical disability; - developmental disability; - primary emotional disturbance; - cultural difference; b) results in a significant discrepancy between academic achievement and assessed intellectual ability, with deficits in one or more of the following: - receptive language (listening, reading); - language processing (thinking, conceptualizing, integrating); - expressive language (talking, spelling, writing); - mathematical computations; and c) may be associated with one or more conditions diagnosed as: - a perceptual handicap; - a brain injury; - minimal brain dysfunction; - dyslexia; - developmental aphasia. Intellectual Giftedness An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated. Mild Intellectual Disability A learning disorder characterized by: a) an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service; b) an inability to profit educationally within a regular class because of slow intellectual development; c) a potential for academic learning, independent social adjustment, and economic self-support. Upper Grand District School Board Special Education Plan Page 58

59 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. Physical Physical Disability 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. Blind and Low Vision A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely. 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. Upper Grand District School Board Special Education Plan Page 59

60 Provincial and Demonstration Schools In Ontario Provincial and Demonstration Schools are operated by the Ministry of Education. They have been established by the government to help students who are deaf, blind, deafblind or students who have been identified as Learning Disabled with severe deficits which may include Attention Deficit Hyperactivity Disorder (ADHD). These schools provide: education for students who are deaf, blind or deaf-blind or who have severe learning disabilities an alternative education option regional resource centres for students who are deaf, blind, or deaf- blind preschool home visiting services for students who are deaf, blind or deaf-blind learning materials and media for students who are deaf, blind, or deaf-blind school board teachers with resource services a valuable role in teacher training Placements in Provincial and Demonstration Schools W. Ross Macdonald School is located in Brantford and provides education for students who are blind, visually impaired, or deaf-blind. W. Ross Macdonald School information Ernest C. Drury School for the Deaf is located in Milton and offers services for deaf and hard-of-hearing students. Ernest C. Drury School for the Deaf information Trillium School is located in Milton and provides education for students who have severe learning disabilities. Trillium School information 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. Provincial school 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. A referral process is in place for individual students to be seen by resource consultants. If you would like more information about the Provincial and Demonstration Schools you can view their website or contact the Special Education Department at the Orangeville Education Centre, Upper Grand District School Board Special Education Plan Page 60

61 Transportation to Provincial and Demonstration Schools Transportation is provided by the Upper Grand District School Board to Provincial and Demonstration Schools. A decision is made at the time of acceptance into one of these programs as to whether the student will be a day or a residential student. The Service de transport de Wellington-Dufferin Student Transportation Services (STWDSTS) then arranges transportation for the student and informs the parents of the approximate times for departure and arrival. Arrangements are made if the student needs to have an assistant ride with them. Transportation is arranged after the student s application has been accepted and approved by the Provincial or Demonstration school. Upper Grand District School Board Special Education Plan Page 61

62 The Board s Consultation Process The Upper Grand District School Board Special Education programs and services are shared with SEAC and the broader parent community through various methods. The Special Education Report and the Special Education Plan are available on the Board website and through a link on the websites of individual schools. In addition, the Board Improvement Plan for Student Achievement and each school's School Improvement Plan for Student Achievement are shared in various ways. The Upper Grand District School Board SEAC are consulted on a regular basis about the programs and services available to students with special education needs. Survey results from parents who have children with an IEP provide feedback about special education supports and services. Upper Grand District School Board Special Education Plan Page 62

63 The Special Education Advisory Committee (SEAC) Procedures for Selecting Members nominations from local associations approaching local chapters of provincial associations for suggestions writing a presentation that can be shared with parent councils, families of schools, etc. to get the information about SEAC into the community Meeting Times and Dates The SEAC meets on a regular basis. Meetings occur on the second Wednesday of each month at 7:00 p.m. at the Upper Grand District School Board office at 500 Victoria Road North, in the Board Room. Meetings are open to the public. Members of the public should contact Program Services at to confirm the time, date and location of the meetings. Guidelines for Presentations to SEAC There are three kinds of presentations: SEAC association presentations, which are educational in nature community or parent speakers who may have an issue specifically pertaining to Special Education presentations by members of the school board to apprise SEAC members of past, current or projected board policy and activity which directly or indirectly concerns students with special needs SEAC Procedures The concerns of parents, pertaining to their child, should be directed to the Superintendent of Education (if discussions with teacher and principal have not resulted in a solution). The Special Education Advisory Committee encourages parents to work with their local Association. The Association representatives may bring items of concern for discussion on behalf of their constituents. It should be noted, however, that no individual student will be discussed, but rather an issue which may affect other students as well. Speakers wishing to address SEAC pertaining to the impact of Board policies on students with special needs, may contact the Chair of SEAC, or the Secretary, one week prior to a regular SEAC meeting requesting to be placed on the agenda. The subject of the address needs to be submitted at the time of contact so that SEAC members may be prepared. A timeline of ten minutes is provided to have concerns heard and another ten minutes will be available for questions by the Committee. A response to the speaker's concerns will be made at the same meeting, wherever possible. It should be understood, however, that some further inquiries Upper Grand District School Board Special Education Plan Page 63

64 may have to be made and, therefore, a response may only be possible at a later date. It is the practice of SEAC to include presentations from Associations as part of their regular meetings. The time for these presentations may vary. Please inform the Chair, or Secretary, of the amount of time needed for the presentation. To be in an advocacy role, the Special Education Advisory Committee needs to be continuously informed about school communities. SEAC Roles and Responsibilities The SEAC of the Upper Grand District School Board fulfilled its roles and responsibilities by: meeting the required number of times receiving reports from various board members regarding activities undertaken by board employees to support special education as follows Association Concerns meeting the required number of times SEAC received monthly reports from its members concerning ongoing association activities and concerns. Upper Grand District School Board Special Education Plan Page 64

65 UPPER GRAND DISTRICT SCHOOL BOARD SPECIAL EDUCATION ADVISORY COMMITTEE ASSOCIATION MEMBERS Association Representative Alternate Association for Bright Children of Ontario Jason Offer Autism Society of Ontario Sue Shaw Carrie Proudfoot Community Living Guelph Wellington FASD Fetal Alcohol Spectrum Disorders Integration Action for Inclusion in Education and Community (Ontario) Telephone(Org): Telephone (Work): x [email protected] Organization Website: Learning Disabilities Association of Wellington County Telephone: [email protected] Parents for Children=s Mental Health Telephone: [email protected] VOICE for Hearing Impaired Children Telephone: or [email protected] Member-at-Large Associated with Community Care Access Pauline Busby Laurie Whyte Don Richardson Sharon Dills Kim Brenner Stacey Stevens Beth Haworth Carole Craig Greg Parker Trustee Representatives Trustees Marty Fairbairn Jennifer Waterston Upper Grand District School Board Special Education Plan Page 65

66 Early Identification Procedures and Intervention Strategies The primary purpose of assessment and evaluation is to improve student learning. Classroom Assessments: What is assessment? Assessment is the process of gathering, from a variety of sources, information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. How are assessments used in classrooms? students use assessment feedback to monitor their own learning, to determine next steps, and set individual learning goals teachers use assessment to provide feedback to students and to adjust how and what is taught teachers also use assessment to gather evidence of student learning What are some examples of assessment methods? written work, oral reports, quizzes, student surveys, role plays, tests, projects, video, demonstrations, essays, observation of student performance (e.g. running records, conferences/conversations) learning styles, self assessment Kindergarten Developmental Record: collection of assessment tasks and teacher observations assesses the foundational skills in language and math CASI (Comprehension, Attitude, Strategies, Interests): an assessment of reading skills, attitudes and comprehension PM Benchmarks: an assessment of reading skills, strategies and comprehension (assesses reading levels from SK-Gr. 3) Alpha Jeune: an assessment of reading skills and strategies in French At Risk Screening Tool: assessing academic skills, social confidence and social cooperation What more formal assessment methods used in schools? Provincial Assessment EQAO testing at grades 3, 6, 9 and 10 Canadian Cognitive Abilities Test, Form K, Level A-used as a screening of cognitive skills in grade 3 Upper Grand District School Board Special Education Plan Page 66

67 Educational and Other Assessments When there are concerns about a student s achievement, further assessment may be required. What types of specialized assessments are used for students with special needs? Special Education Teachers in developmental disabilities classrooms use resources that are meaningful to measure the achievement of their students, such as A Functional Assessment and Curriculum if additional formal assessment is being considered by Program Services Consultants, the Woodcock Johnson III Achievement Kit may be used to get a better understanding of the student s skills to help determine if a Psychological Assessment is recommended What is included in the information package for Identification Placement and Review Committee? The package is to contain classroom assessment information, Individual Education Plan (IEP), Report Card, work samples, student profile (from Compass for Success), behaviour/safety plans, successful learning strategies, interests and teacher observations. This collection of information is used to gain a broad understanding of the student. Are diagnostic assessments available to diagnose special needs? Yes. Please see Communication, Language and Speech Services and Psychological Services for more information. The informed consent of parents and students, when appropriate is required before assessments are initiated. What is informed consent? Informed consent means that parents and students, when appropriate, are fully aware of the type of assessment that will be completed, who will be doing the assessment and how results will be used. The Psychological Consultant or Speech-Language Pathologist will ensure that this information is provided to the parents and student. Upper Grand District School Board Special Education Plan Page 67

68 Coordination of Services with other Ministries or Agencies Collaborating with other Ministries and community agencies often involves representation from Special Education. Some areas have been described in the Delivery of Program section of the Special Education Report, such as the community participation in the Specialized Support Team. The following list outlines other committees or projects that UGDSB Staff work with other Ministries and agencies: Connections for Students is an approach to help students with Autism Spectrum Disorders move from IBI therapy services delivered through the Autism Intervention Program to Applied Behaviour Analysis instructional methods in a publicly funded school. The approach centres on careful transition planning and multidiscipline team support for the student that includes parents, community agencies, school board consultants and school staff. Crown Ward Championship Teams have been set up to help students who are Crown wards succeed at college, university and apprenticeship training. Staff from the Upper Grand District School Board are part of two Crown Ward Championship Teams and work with committee members to offer mentorship, peer support, motivation and guidance to Crown wards. Committee Membership at Ministry of Children and Youth Services Planning Tables: Dufferin Coalition for Kids (DUCK) is made up of representatives from agencies from Dufferin County that support the success of children and youth from birth to 18 years of age. Growing Great Generations is a collaborative planning table for children and youth from birth to 18 in Guelph and Wellington County. This planning table includes representatives from key stakeholders including the UGDSB to take part in system-level planning to identify priorities and take action to support, strengthen and align social and health services for local children, youth, and their families. Associated Subcommittees of the Planning Tables: System of Care: promotes improved access to service for children, youth and their families in Dufferin Parenting Committee: promotes a culture of positive parenting in Dufferin Ensuring School Success: focuses on the success of students with complex needs who are supported by a variety of community agencies (Guelph, Wellington and Dufferin) Upper Grand District School Board Special Education Plan Page 68

69 Growing Great Kids Growing Great Kids is a partnership of organizations that provide services to children prenatal to age six in Guelph and Wellington County. Through this partnership, the Growing Great Kids System of Care has been developed to make it easier for families to access community based services and supports. Families can call a single number known as KIDS LINE at or , ext between 8:45 and 4:15 weekdays or anytime at [email protected]. Upper Grand staff members serve on sub-committees within Growing Great Kids. Wellington-Dufferin Preschool Speech and Language Advisory Committee This committee includes members of Wee Talk* agencies, local school boards, community partner agencies, and parents/child caregivers who represent services for preschool children in Guelph and Wellington and Dufferin counties. Its purpose is to provide recommendations about preschool speech and language services in the region in the areas of programs and service. New Heights New Hopes is a collaborative project with school boards and community child care agencies and service providers. The New Heights New Hopes Committee designs resources and activities to help children and their families successfully transition to kindergarten. Awareness and Advocacy Committees Staff participated in specialized committees that focus on issues facing students with special needs, such as: Wellington Developmental Services Planning Group Dufferin Developmental Services Planning Group Other Community Agencies The staff portal is used to help UGDSB staff know about community agencies through the following links: Dufferin Community Agencies: Guelph-Wellington Community Agencies: communitylinks.cioc.ca/ Upper Grand District School Board Special Education Plan Page 69

70 Specialized Health Support Services in School Settings The Board works cooperatively with the local Community Care Access Centre (CCAC) in providing health support services for students in school. Professional Health Services offered through CCAC include nursing, nutritional counselling, occupational therapy, physiotherapy and speech pathology. The Health Support Services Policy 509 provides more detail about the services provided in schools. To access School Health Support Services, referrals are made with the consent of parents by the school principal. A parent or caregiver may also request a referral for an assessment through the school principal. Program staff work with CCAC staff on a number of student based services such as transition planning, case conferences and delivery of professional services. For example, Case Managers from CCAC attend preschool to school transition meetings as necessary. The Upper Grand District School Board Coordinator of Communication, Language and Speech Services and the Coordinator of Special Education attend regularly scheduled meetings with Central West CCAC and Waterloo-Wellington CCAC to review services. Upper Grand District School Board Special Education Plan Page 70

71 Staff Development Staff Development Priorities Priorities for professional development are based on Ministry of Education information, feedback from staff members, needs of schools and students, and by consultation of SEAC. Special Education Coordinators and Consultants attend Ministry information sessions and share this information with Board staff. Staff in-services based on Ministry sessions have focussed on: Transition Planning, Mental Health Initiatives and Learning for All. In addition, in-service topics are designed based on feedback of Principals, teachers, educational assistants and Program Services staff (e.g. new teacher needs, results of staff surveys, special education software). In-services are often designed to meet specific school or students needs. In these cases, the in-service is provided for involved staff at the school. Examples of this type of in-service include: Collaborative Problem Solving Autism Spectrum Disorder Outreach Team presentations (e.g. TEACCH training; ABA and Autism) specific health information based on student need SEAC Consultation SEAC is made aware of in-service topics throughout the year and feedback is provided after the in-services during the Superintendent s Report at SEAC meetings. As topics are discussed at regularly scheduled meetings, SEAC concerns and suggestions around staff development are noted in the minutes and are considered for future inservices. Communication with Staff Board staff are made aware of professional development opportunities provided both by the board and by external sources in the following ways: First Class system PD Place: web based software for professional development Upper Grand DSB website Families of Schools meetings information presented at in-services Upper Grand District School Board Special Education Plan Page 71

72 Accessibility (AODA) The Upper Grand District Board believes in providing an environment in all its facilities that builds independence, dignity, integration and equality of opportunity for our students, parents/guardians, staff and the public. To this end, the Board is committed to giving persons with disabilities the same opportunity of access to its services if possible in the same location and in a similar way as these services are available to all others we serve. The Accessibility Committee has representation from Trustees and Departments of the Board including the Coordinator of Special Education and a SEAC representative. The Committee works to prepare for the standards outlined in the Accessibility for Ontarians with Disabilities Act. The standards include the Customer Service Standard, the Integrated Standards (Transportation, Information and Communication, Employment) and the Built Environment Standard. Upper Grand District School Board Special Education Plan Page 72

73 The Parent Guide to Special Education Parent Guide to Special Education Parents are full partners in the process of determining whether or not to proceed to an Identification, Placement and Review Committee meeting (IPRC). A Parent Guide to Special Education has been produced by the Board and is available to parents through all schools in the Board as well as the Special Education department of Program Services. Upper Grand District School Board Special Education Plan Page 73

74 Protocols for Partnerships: Policy Program Memorandum 149 (PPM 149) What is PPM 149? PPM 149 is the Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals, and Paraprofessionals. What is the purpose of this protocol? PPM 149 is to establish a process for: collaborating with community partners fostering continuous improvement of the delivery of programs and services for all students making the best use of resources in the community bringing services to students What types of community agencies are involved? external agencies who employ health professionals (e.g. psychologists, speech and language pathologists, occupational therapists, physiotherapists, nurses), social service professionals (e.g. social workers) and paraprofessionals (e.g. child and youth counsellors, Sign language interpreters) cannot duplicate the work of current Board employees except on a short term basis as outlined in each agency s agreement with the Board Agencies with Collaborative Agreements with UGDSB: o Collaborative Agreements with Dufferin Child and Family Services o Homewood Regional Services Community Addiction Services (CADS)* o Kerry s Place Autism Services o Canadian Mental Health Association Waterloo Wellington Dufferin o Family Counselling and Support Services o KidsAbility o Community Care Access Centre Waterloo-Wellington o Community Living Dufferin What is a Third Party Protocol? This Protocol is used when a parent or community member wishes to provide services for a student at school, during school hours. An example of such a request could be a parent s desire to have their child receive therapy from a private practice occupational therapist during school hours in the classroom or withdrawn to a separate space within the school. These services are parent directed rather than school board directed. Click here to access the Upper Grand District School Board Third Party Protocol. Upper Grand District School Board Special Education Plan Page 74

75 How Third Party Protocols differ from PPM 149 Collaborative Agreements Third Party Protocol Third Party Protocol Third party agreements cover requests by parents for services and/or programs to be delivered for their child during school hours. Third Party Protocol These services are paid for by the parents or by another party on their behalf or are being provided for free at the request of the parents. Third Party Protocol Specific services and supports are agreed upon by the family and the school team. Third Party Protocol Includes a wider variety of supports. Third Party Protocol Third party protocol outlines the following terms and conditions under which these services can be provided. Third Party Protocol Must: Be provided with informed parental or student consent as appropriate Be provided with the consent of the Principal Support the student s program at school Align with the Board s philosophy and approaches Be short term usually 2 4 sessions Third Party Protocol May include: Observation of the student Provision of suggestions Modeling strategies and techniques for school staff providing support for transition PPM 149 Protocol & Agreement PPM 149 Protocol & Agreement PPM 149 refers to agreements with community agencies initiated, developed and evaluated by the Board. PPM 149 Protocol & Agreement These services are paid for by the community agency and the provider is an employee of that agency. PPM 149 Protocol & Agreement Specific services and supports are agreed upon by the Board and the Agency. PPM 149 Protocol & Agreement PPM 149 Protocol for Partnerships Agreement outlines the terms and conditions under which these services can be provided. PPM 149 Protocol & Agreement Must: Be provided with informed parental or student consent (as appropriate) Fit with the Board s philosophy and approaches Must augment but not replace services already provided by Board staff PPM 149 Protocol & Agreement May: Be short or long term as determined by the agreement with the agency Include assessment and direct service Third Party Protocol Must NOT include: Assessment or direct service, except in extenuating circumstances. Upper Grand District School Board Special Education Plan Page 75