Special Education Plan 2014-2015 Summary of Amendments - May, 2015 The following amendments are reflected in the Special Education Plan 2014-2015. The Special Education Plan is in alignment with the AiM - Achievement in Motion for Student Success System Plan and reflects the recommendations made in the Ministry documents Learning for All and Special Education Transformation. 1.0 Consultation Process Special Education Reviews IEP Engine (and IEP Online pilot) Transition Plans Speech and Language Service Delivery Model Regional Programs Process for the Identification of Intellectual: Giftedness 2.0 Special Education Programs and Services Transition Plans Regional Programs IEP Online 2.1 References Education Act, Regulation 298 Education Act, Regulation 464/97 Standards for School Boards Special Education Plans 2000 Special Education A Guide for Educators 2001 The Individual Education Plan (IEP) - A Resource Guide 2004 Learning for All 2013 Growing Success Assessment, Evaluation, and Reporting in Ontario Schools 2010 Equity and Inclusive Education in Ontario Schools 2009 Caring and Safe Schools in Ontario Shared Solutions 2007 Differentiated Instruction Professional Learning Strategy Special Education Transformation Guidelines for Educational Programs for Students in Government Approved Care and/or Treatment, Custody and Correctional (CTCC) Facilities 2014 HPEDSB AiM System Plan HPEDSB Board Improvement Plan for Student Achievement Freedom of Information and Protection of Privacy Act Personal Health Information Protection Act, 2004 Added the following bullet to the current list. Policy and Programs Memorandum 8: Identification of and Program Planning for Students with Learning Disabilities Special Education Plan Summary of Amendments 2014-2015 Page 1
2.2 Roles and Responsibilities in Special Education Updated title Psycho-educational Assessment Assistant Psychometric Tester Inclusion of Office/administrative staff Included Administrative Assistant and Secretarial Staff Educational Assistant Noted that position is supervised by the school principal 2.4 The Identification, Placement and Review committee (IPRC) Process and Appeals Referrals, Reviews and Appeals Statistics See below See below Hastings and Prince Edward District School Board gathers IPRC data from the board s student management system and from the individual schools. The following data is isolated as at October 31, 2013. 2013-2014 B CA CH CL CS CLD IG IMD IDD PD PV M Total Elementary 31 116 13 99 0 102 3 46 65 9 5 74 563 Secondary 51 41 5 20 1 259 4 156 158 9 1 115 820 Total 82 157 18 119 1 361 7 202 223 18 6 189 1383 The following data is isolated as at October 31, 2014. 2014-2015 B CA CH CL CS CLD IG IMD IDD PD PV M Total Elementary 24 121 14 107 0 94 2 36 55 10 5 75 543 Secondary 43 40 8 21 1 230 3 124 153 7 1 101 732 Total 67 161 22 128 1 324 5 160 208 17 6 176 1275 B - Behaviour CA - Communication Autism CH - Communication Hearing CL - Communication Language CS - Communication Speech CLD - Communication Learning Disability IG - Intellectual Gifted IMD - Intellectual Mild Disability IDD - Intellectual Developmental Disability PD - Physical Disability PV - Physical Blind M Multiple 2.8 Special Education Placements Provided by HPEDSB Special Education Placements and Admission Criteria/Process Updated with current Placement and Admission Criteria information Special Education Plan Summary of Amendments 2014-2015 Page 2
2.10 Provincial and Demonstration Schools in Ontario Updated statistics See below See below 2013-2014 2014-2015 Sir James Whitney School for the Deaf 22 Sagonaska 5 W. Ross MacDonald 4 Trillium Provincial School 0 Sir James Whitney School for the Deaf 27 Sagonaska 5 W. Ross MacDonald 4 Trillium Provincial School 0 2.11 Special Education Staff Superintendent of Education Updated List of Board/System-Level Special Education Staff Special Education Coordinators (K-12) Health & Safety Officer/Educational Assistant Resource/Safe Workplace Speech and Language Pathologists Psychometrist and Psychologist Psychoeducational Assessment Assistant Psychometric Tester (title change) Blind and Low Vision Coordinator and Resource Teacher Deaf and Hard of Hearing Coordinator and Resource Teacher System Educational Technology Support (SETS) Braillist and Support to Deaf and Hard of Hearing Students Applied Behaviour Analysis (ABA) Coordinator Administrative Support Staff Special Education Plan Summary of Amendments 2014-2015 Page 3
2.12 Staff Development Ministry of Education Funded Professional Development - Updated the Managing Information for Student Achievement (MISA) Collaborative Inquiry. - Updated Learning for All K-12 Managing Information for Student Achievement (MISA) Collaborative Inquiry Staff and students in our Secondary Regional programs for students with developmental disabilities were invited to participate in a collaborative inquiry project that was in its third year with a continuous focus. All eight of our secondary schools participated in the project this year that examined the influx of mobile technology into the classroom and how it can relate to the students IEP. A costsharing model to purchase 5th Generation ipod Touch devices carried over from last year with Special Education Services paying 25%, Information Technology Services paying 25% and the school paying the remaining 50%. The project also revamped the online resources available for staff and students with new video tutorials, templates for account management and a framework to link IEPs to mobile technology with their classes. A total of five Special Education coordinators were involved with planning professional development and capacity building on and off site. The students were once again invited to the Education Centre in May to culminate the years learning with a celebration. The staff and students were able to network and share experiences with the group on how the devices changed, impacted and/or affected their day-to-day lives. The data collected from the project supports mobile tools with built-in accessibility features as a significant tool to bridge learning gaps for students of all abilities. Staff are more comfortable integrating technology into their classrooms as a result of participation. Learning for All K-12 The Learning for All Project focused on two projects this year as follows: Project One focused on the Empower Reading Program which is an intensive reading remediation program for Grade 2 students who are having difficulty acquiring foundational reading skills. The program is based on the development of phonological skills with built in opportunities to practice those skills in authentic reading contexts. The Empower Project has been an inquiry involving five teachers. Project Two focused on efforts to improve methods of identification of and programming for gifted students, and included a revision to the Resource Guide. The gifted inquiry involves teachers, special education coordinators, curriculum services learning partners, and the Superintendent of Education. Managing Information for Student Achievement (MISA) Collaborative Inquiry MISA REACH will explore a 1:1 technology project that encompasses sound pedagogical practice and mental health supports. The intent of the project is to support collaborative teaching and learning around the use of Chromebooks and ipads within the GAFE (Google Apps for Education) environment to further develop student engagement, self-regulation skills, and literacy skills in at-risk learners. Learning for All K-12 The Learning for All Project focused on two projects this year as follows: Project One focused on the launch of the new Individual Education Plan (IEP) platform called IEP Online (IOL), where opportunities for board personnel have been provided to understand the importance of having clear and explicit strengths and needs, goals and expectations stated on the IEP. This launch provided the opportunity to ensure IEP statements are clear and reflect up to date goals and expectations. Ongoing professional learning opportunities continue to enhance teachers abilities to write clear, precise, and personalized goals and expectations for students. Project Two focused on transition plans, where board personnel have been provided an understanding about the importance of thorough transitions plans. Professional learning opportunities have focused on the requirements of PPM 156, and we have built an understanding of the components of transition plans for students with special needs. Special Education Plan Summary of Amendments 2014-2015 Page 4
2.14 Accessibility (AODA) Added additional information, in a new lead-in paragraph. The Accessibility for Ontarians with Disabilities Act (AODA) became law on June 13, 2005. Hastings and Prince Edward District School Board prepares a Multi-year Annual Accessibility Plan that describes the measures that the board has taken or plans to take to identify, remove and prevent barriers for persons with disabilities. 2.15 Transportation for Student With Special Education Needs Additional safety criteria used by Tri-Board Transportation Services drivers must have first aid training; wheelchairs must be secured during transit; drivers have a criminal background check; review of the Commercial Vehicle Automobile Registration; review of driver s safety record, including PMO and Highway infractions; review of the age of the equipment to be used. drivers receive annual re-training on the use of Epi-Pens; 4.0 Coordination of Services with Other Ministries or Agencies Intensive Intervention Programs for Children with Autism - updated name 6.0 Appendices Seamless Transitions process Seamless Transitions Resource Guide Connections for Students process Connections for Students Resource Guide All appendices have been updated and referenced throughout the Special Education Plan where relevant. Appendices are now posted to the Special Education Services website > Quick Links > Special Education Plan for reference Special Education Plan Summary of Amendments 2014-2015 Page 5