Special Education Report 2013

Special Education and Section Programs 5050 Yonge Street, Toronto, Ontario, M2N 5N8 Special Education Report 2013 Updated July 31, 2013 Serving Our Students, Schools, and Their Communities This document has been reviewed for equity. 2228

Special Education Report Table of Contents TDSB Mission and Values... 7 Background... 8 Vision... 9 Special Education Philosophy of the Toronto District School Board... 10 Goals of an Inclusionary Model... 11 Ministry of Education Outline of Special Education Roles and Responsibilities... 12 Special Education Advisory Committee (SEAC)... 15 The Role of SEAC... 15 Meeting Dates and Times... 15 SEAC Membership... 16 Membership Selection Procedures... 16 Association Membership Selection... 16 Community Representative Selection... 17 Alternate Community Representative Selection... 17 Association Representatives and Contact Information... 18 Community and Trustee Representatives and Contact Information... 20 In-School Support Teams and School Support Teams (IST/SST)... 21 Parents/Guardians/Student Involvement... 21 In-School Support Team (IST)... 21 School Support Team (SST)... 21 Assumptions Underlying the Creation of In-School Support Teams and School Support Teams... 22 In-School Support Teams and School Support Teams... 22 Early and Ongoing Identification/Intervention Procedures... 23 Entry Plan for Students with Special Needs... 24 Process and Procedures... 26 Implementation... 26 Early Intervention... 27 Diagnostic Kindergarten... 27 Kindergarten Intervention Program (KIP)... 28 Kindergarten Early Language Intervention (KELI) Program... 28 Developing an Individual Education Plan (IEP)... 30 An IEP is/an IEP is not... 31 Responsibility for Implementation... 31 TDSB Implementation of the Ministry s Standard for IEPs... 32 Process for Dispute Resolution with Respect to the IEP... 32 Transition Planning... 33 Identification, Placement, and Review Committee Process (IPRC) Per Regulation 181/98... 34 IPRC Structure... 34 IPRC Referral Steps... 34 Documents Required for an IPRC... 35 Functions of the IPRC... 35 Attendance at the IPRC... 35 Presentations to an IPRC... 36 1

IPRC Annual Reviews... 36 Resolving Disputes... 36 Formal Appeal Process... 37 Special Education Program Recommendation Committee (SEPRC)... 38 SEPRC Structure... 38 SEPRC Referral Steps... 38 Documents Required for a SEPRC... 39 Functions of the SEPRC... 39 Attendance at and Presentations to SEPRC... 39 Formal Appeal Process... 40 Required Follow-up to the SEPRC... 40 Purpose and Goals of Individual Assessments... 41 Standards for the Provision of Individual Assessments... 42 Types of Assessments... 43 Educational Assessments... 43 Psychological Assessments... 43 Referrals for Psychological Assessments... 43 Management of Assessment Results... 43 Speech and Language Assessments... 44 Social Work Assessment... 44 Occupational Therapy and Physiotherapy Assessments... 45 Standardized Test Measures... 46 Ministry of Education Categories of Exceptionalities and Definitions... 47 Behaviour Exceptionality... 47 Communications Exceptionalities... 47 Autism... 48 Deaf and Hard of Hearing... 48 Language Impairment... 49 Learning Disability... 49 Speech Impairment... 50 Intellectual Exceptionalities... 50 Gifted... 51 Gifted Determination for English Language Learners... 51 Gifted Determination for Students with Learning Disabilities... 51 Mild Intellectual Disability... 52 Developmental Disability... 52 Physical Exceptionalities... 53 Physical Disability... 53 Blind / Low Vision... 53 Multiple Exceptionalities... 54 Special Education Programs and Services... 55 Special Education Program Support and Related Services... 55 Range of Placements... 55 Placement Options... 56 Community-Based Resource Model (CBRM)... 57 2

Home School Program (HSP)... 57 Resource Program... 58 Methods and Resource Support... 58 Intensive Support Program (ISP) and Placement Criteria... 59 Behaviour Exceptionality... 59 Communications Exceptionalities... 60 ISP Autism... 60 ISP Communication (Learning Disabilities)... 60 Deaf and Hard of Hearing... 61 ISP Deaf and Hard of Hearing... 61 Intellectual Exceptionalities... 62 ISP Developmental Disability (DD)... 62 ISP Mild Intellectual Disability (MID)... 62 The ISP MID Pathway... 63 ISP Gifted... 63 Physical Exceptionalities... 64 Physical Disability... 64 TDSB Continuum of Supports for Students with Physical Disabilities... 65 Blind / Low Vision... 65 ISP Blind / Low Vision... 66 Multiple Exceptionalities... 66 Regional Special Education Support Services... 67 Autism Spectrum Disorder (ASD) Team Services... 67 Management of Requests for ASD Team Services... 68 TDSB Partnership - School Support Program Autism Spectrum Disorder (Surrey Place Centre). 68 Behaviour Regional Services (BRS) Team... 69 BRS Team Services.... 69 Blind/Low Vision Itinerant Support... 70 Deaf/Hard of Hearing Itinerant Support... 70 Low Incidence Itinerant Support... 70 The Staff Allocation/Staffing Process... 71 Background... 71 Opening a New Intensive Support Program (ISP) in a School... 71 Moving an Intensive Support Program from one School to Another... 71 Closing an Intensive Support Program... 72 Allocation of Special Needs Assistance... 72 Special Education, Section Programs and Professional Student Support Services... 74 Chief Academic Officer Special Education, Section Programs & Professional Support Services... 74 Department Organizational Structure... 75 Special Education and Section 23 Programs Staff... 76 System Superintendent Special Education Services... 76 Principals... 77 Central Coordinating Principal Special Education and Section Programs... 77 Central Coordinating Principal Section Programs... 78 Supervising Principals Regional Special Education Services... 79 3

Vice Principals... 80 Vice Principals Regional Special Education Services (East / West)... 80 Vice Principals Section Programs (Elementary and Secondary)... 80 Coordinators... 82 Central Coordinator Autism Services... 82 Central Coordinator Behavioural Services... 83 Central Coordinator Processes, Practices & Procedures (SEA / SIP)... 84 Central Coordinator Professional Learning... 84 Regional Program Coordinators Behaviour, Communication, Intellectual, Low Incidence... 85 System-Wide Coordinators Deaf and Hard of Hearing, Blind / Low Vision... 86 Consultants... 86 Regional Special Education Consultants Family of Schools... 86 Regional Special Education Consultants Low Incidence... 87 Special Education Consultant ASD Team... 88 Special Education Consultant SEA... 88 Special Education Consultants Secondary... 89 Special Education Itinerant Teachers... 89 Special Education Itinerant Teacher Behaviour... 89 Special Education Itinerant Teacher SEA... 90 Special Education Itinerant Resource Teacher Secondary Alternative Programs... 91 In-School Special Education Teaching Staff... 92 Elementary Methods and Resource Support Teacher (MART)... 92 Elementary Home School Program (HSP) Teacher... 92 Elementary and Secondary Resource Program Teacher... 92 Intensive Support Program Teacher... 92 Secondary Curriculum Leader (CL) and Assistant Curriculum Leader (ACL)... 92 Kindergarten Early Language Intervention (KELI) Program Teacher... 93 Special Education Teacher Autism Special Project (Drewry SS)... 93 Special Education Teacher Section Programs... 94 Paraprofessional Support Services... 94 ABA Facilitator... 94 Deafblind Intervenor... 94 Educational Assistant. (EA)... 94 Sign Language Facilitator... 95 Special Needs Assistant (SNA)... 95 Professional Support Services Staff... 96 Senior Manager of Professional Support Services... 96 Child and Youth Services... 97 Chiefs of Child and Youth Services... 97 Child and Youth Workers... 97 Child and Youth Counsellors... 98 Occupational Therapy and Physiotherapy Services... 98 Chief of Occupational Therapy and Physiotherapy... 98 Physiotherapists/Occupational Therapists... 99 Psychological Services... 99 Chiefs of Psychological Services... 99 Psychologists, Psychological Associates, Psychoeducational Consultants. 100 Social Work and Attendance Services... 100 Chiefs of Social Work and Attendance... 100 4

Social Workers... 101 Attendance Counsellors... 102 Speech-Language Pathology Services... 102 Chiefs of Speech-Language Pathology Services... 102 Speech-Language Pathologists... 102 Professional Learning... 104 Framework... 104 Guiding Principles for Staff Professional Learning... 104 Priorities for Staff Professional Learning... 104 Overview Of Staff Professional Learning... 104 Provision of Transportation... 108 Method of Transportation Service... 108 Requirements and Responsibilities... 109 Changes to Transportation Arrangements... 109 Pick up and Drop Off... 109 Parent Responsibilities... 110 Driver Responsibilities... 110 Seatbelts, Car Seats, Booster Seats, Safety Vests... 111 Cancellation of Service Due to Inclement Weather... 112 September Start Up... 112 Transportation Safety... 113 Appeal Process... 113 Transportation Company Contact Information... 113 Provincial Schools and Demonstration Schools... 114 School Health Support Services... 116 Policy/Program Memorandum No. 81... 116 Model for Provision of School Health Support Services... 118 Specialized Health Support Services... 119 Links to the Local Community and Government Initiatives... 121 Government Resource Documents... 121 TDSB Responses to Government Early Intervention Initiatives... 121 Enhanced Speech and Language Intervention (KELI) Program Enhanced School-Based Speech and Language Pathology Services for JK to Grade 3 Students... 121 Toronto Partnership Autism Services (TPAS) Community Services... 122 Connections: Supporting Seamless Transitions for Students with ASD... 122 Transition from Toronto Preschool Speech and Language Services (TPSLS)... 122 External Partnerships: Supplemental Student Services... 124 Policy/Program Memorandum No. 149... 124 External Partnerships with Community Agencies and Services... 125 Care, Treatment, Custody, and Correctional Program (Section 23)... 126 Toronto District School Board Section 23 Programs... 126 Section Program Resources... 127 5

Accessibility... 128 Barrier Free Committee... 128 TDSB Accessibility Working Group... 128 Special Education Accessibility Grant... 129 Accessibility for Ontarians With Disabilities Act (AODA)... 129 TDSB Special Education Staffing Chart 2013 2014... 130 Consultation... 132 Special Equipment Amount (SEA)... 133 Special Incidence Portion (SIP)... 134 Operational Procedure PR.699SCH... 135 Appendices... 136 Appendix A: Guide to Special Education for Parents/Guardians... 138 Appendix B: Individual Education Plan (IEP)... 146 Appendix C: Forms... 152 (1) Instructions for Ensuring Informed Consent for the Release of Confidential Information... 152 (2) Occupational Therapy & Physiotherapy Service Screening Checklist and Referral Form... 154 (3) ASD Team Services Referral Form... 158 (6) Behaviour Regional Services Consent Form... 160 (7) Developmental History Form... 162 (8) Professional Support Services Referral Form... 168 Appendix D:... 170 (1) Indicators of an Unusually Advanced Degree of General Intellectual Ability... 170 (2) Teacher Checklist for Student Behaviour... 172 (3) Parent(s)/Guardian(s) Checklist for Student Behaviour... 174 (4) Factors to Consider at IPRC... 176 Appendix E: Glossary of Terms (TDSB)... 178 Appendix F: Special Education Acronyms... 182 Appendix G: Resources... 186 Appendix H: Special Education-Related Websites... 187 Appendix I: Transportation... 191 (1) Policy P020 Transportation of Students... 191 (2) PR 504 Operational Procedure Transportation of Students... 195 (3) Student Transportation Application... 201 (4) Student Transportation Appeal Form... 205 (5) Safety Criteria for Drivers... 207 Appendix J: External Partnerships... 209 (1) PR 578 External Partnerships - Supplemental Student Services... 209 (2) PPM 149: Protocol for Partnerships with External Agencies for Provision of Services by 217 Regulated Health Professionals, Regulated Social Services Professionals and Paraprofessionals Appendix K: PPM 155 Diagnostic Assessment in Support of Student Learning and TDSB Approved List 220 6

TDSB Mission and Values Our Mission Is to enable all students to reach high levels of achievement and to acquire the knowledge, skills, and values they need to become responsible members of a democratic society. We value: Each and every student A strong public education system A partnership of students, schools, family, and community The uniqueness and diversity of our students and our community The commitment and skills of our staff Equity, innovation, accountability, and accessibility Learning environments that are safe, nurturing, positive, and respectful 7

Background Each school board is required to maintain a Special Education Report, to review it annually, to amend it from time to time to meet the current needs of its exceptional students and to submit any amendment(s) to the Ministry for review each year (Regulation 306 amended). Guiding Principles for the Development of the Toronto District School Board (TDSB) Special Education Report We adhere to the Toronto District School Board Mission and Values Statements. Special Education decision-making will be guided by these principles: All students with exceptionalities, their families, and the staff who support them have the right to be treated with respect All students with exceptionalities have the right to a program developed in response to their strengths and needs All students with exceptionalities have the right to a range of placements, programs, and services to meet their individual requirements in their neighbourhood or Family of Schools wherever possible All students with exceptionalities and the staff who support them have the right to a safe, accepting, welcoming, secure, and encouraging environment A partnership of students, school, family, and support services is essential to the success of all exceptional students Every effort has been made to ensure that the TDSB Special Education Report complies with all legislation governing its content. Canadian Charter of Rights and Freedoms Ontario Human Rights Code The Education Act and regulations made under the Act And any other relevant legislation A regular review of the TDSB Special Education Report provides opportunities to evaluate current practices and to form important partnerships with supporting bodies outside the Board, such as agencies and associations both represented on SEAC and those who are not. The Special Education Report provides a consistent approach to special education services. In addition, the Report provides a vision which is student-focused and which recognizes the unique characteristics and linguistic, cultural, and racial diversity of schools and communities. We will continue to consult trustees, SEAC members, parents/guardians, special education staff, school administrators, classroom teachers, resource staff, support personnel, superintendents of education, and others in the development of the TDSB Special Education Report. The TDSB s Special Education Report reflects the Board s commitment to the development, implementation, and delivery of effective special education programs and services. 8

Vision The Vision of the Toronto District School Board s Special Education Report is that students with exceptionalities be welcomed, included, and supported within well-resourced neighbourhood schools. Some students with unique strengths and needs (behaviour, communication, intellectual, and physical) may require more specialized or intensive programs and supports. Our goal is to have these intensive programs and supports available at sites that are equitably located throughout the District. Collaboration and problem solving among school personnel, parents/guardians and students are viewed as integral to the development of effective interventions. The Vision includes a commitment on the part of the TDSB to make, where possible, facilities fully accessible to students, families, staff, and communities. A further commitment is made to better serve our students by continuing to search out effective practices, as evidenced in research and practice in partnership with the Special Education Advisory Committee and the departments of the Board. 9

Special Education Philosophy of the Toronto District School Board The mission of the Toronto District School Board (TDSB) is to enable all students to reach high levels of achievement and to acquire the knowledge, skills, and values they need to become responsible members of a democratic society. (TDSB Mission Statement, 1997). This responsibility extends to our students with exceptionalities, those who have additional social-emotional, physical, developmental, or learning requirements. Special Education resources and services are directed to the schools in order to provide challenging, enriching learning opportunities for students with a wide range of abilities. Students with exceptionalities have the same basic needs as their peers. They need to: Participate and be included as fully as possible, in all activities, curricular and co-curricular, of our school communities Be valued as individuals for their unique contributions to school life Have no boundaries placed on, or prejudgments made about, their capacity for learning Enjoy a safe and secure learning environment Enjoy a sense of belonging to a school community that accepts ownership and responsibility for their learning Be unencumbered by stereotypical, outdated perspectives on abilities and disabilities Special Education is included in TDSB s ongoing self-improvement planning with respect to the Board Improvement Plan for Student Achievement. 10

Goals of an Inclusionary Model The TDSB, through its Special Education Department, is committed to active and meaningful collaboration with students, parents/guardians, schools, and agencies to ensure that the learning needs of all students with exceptionalities are met in the most equitable and inclusionary environment possible. An Inclusionary Model Inclusion is an attitude about the need and the right to belong to one s community. Inclusionary Education is the belief that all the students in a community, including those students with special learning needs, should receive their education to the fullest extent possible in the local community. An inclusionary model presupposes the following: Special needs are recognized and met through curriculum, teaching strategies, differentiated instruction, and learning environments that expand opportunities for students. Students exceptional needs are addressed by programs designed to focus on individual learning characteristics, progress, and success. School staffs share responsibility and accountability for the continuous, careful monitoring, as well as the assessment and evaluation of the academic, social, and emotional development, of each child. Resources of the school, Family of Schools, Special Education, and the community are made available to support the child. The school and community accept and share ownership for the education of the community s students, both at the elementary and secondary levels. The school, its community and parents/guardians continue to work collaboratively toward a vision of all children being part of the school culture. This requires processes and resources designed to develop everyone s commitment, involvement, and informed support. An inclusionary model does not ignore the fact that some students have complex needs that may require special consideration for more intensive support. Placements in special classes or schools must be considered when it is determined that a child s needs can be best met in a more congregated environment. Benefits to Special Needs Students Benefits to Regular Education Students Enhance social, communication and interpersonal skills Reinforce academic skills Enhance self-esteem and self-concept Provide naturally occurring real world practice Promote interdependence amongst peers Establish friendships Develop understanding of diversity, acceptance and empathy Reinforce academic skills Foster a sense of responsibility Develop problem solving skills adapting strategies, materials and resources Impact on future service providers teachers, architects, health care providers, information technologists Impact on general societal attitudes 11

Special Education Roles and Responsibilities as Outlined by the Ministry of Education The Ministry of Education has begun to define roles and responsibilities in elementary and secondary education in several key areas: Legislative and policy framework Funding School system management Programs and curriculum It is important that all involved in special education understand their roles and responsibilities, which are outlined below. The Ministry of Education: Defines, through the Education Act, regulations, and policy/program memoranda, the legal obligations of school boards regarding the provision of special education programs and services, and prescribes the categories and definitions of exceptionality Establishes the funding for special education through the structure of the funding model, which consists of the Foundation Grant, the Special Education Grant, and other special-purpose grants Requires school boards to report on their expenditures for special education Sets province-wide standards for curriculum and reporting of achievement Requires school boards to maintain special education plans, review them annually, and submit amendments to the Ministry Requires school boards to establish Special Education Advisory Committees (SEACs) Establishes Special Education Tribunals to hear disputes between parents/guardians and school boards regarding the identification and placement of exceptional pupils Establishes a provincial Advisory Council on Special Education to advise the Minister of Education on matters related to special education programs and services Operates Provincial and Demonstration Schools for students who are deaf, blind, or deafblind, or who have severe learning disabilities The District School Board: Establishes school board policy and practices that comply with the Education Act, regulations, and policy/program memoranda Monitors school compliance with the Education Act, regulations, and policy/program memoranda Requires staff to comply with the Education Act, regulations, and policy/program memoranda Provides appropriately qualified staff to provide programs and services for the exceptional pupils of the board Obtains the appropriate funding and reports on the expenditures for special education 12

Develops and maintains a special education plan that is amended from time to time to meet the current needs of the exceptional pupils of the board Reviews the plan annually and submits amendments to the Minister of Education Provides statistical reports to the Ministry, as required and as requested Prepares a parents/guardians guide to provide parents/guardians with information about special education programs, services, and procedures Establishes one or more IPRCs to identify exceptional pupils and determine appropriate placements for them Establishes a Special Education Advisory Committee Provides professional development to staff on special education The School Principal: Carries out duties as outlined in the Education Act, regulations, and policy/program memoranda, and through Board policies Communicates Ministry of Education and school board expectations to staff Ensures that appropriately qualified staff are assigned to teach special education classes Communicates board policies and procedures about special education to staff, students, and parents/guardians Ensures that the identification and placement of exceptional pupils, through an IPRC, is done according to the procedures outlined in the Education Act, regulations, and board policies Consults with parents/guardians and with school board staff to determine the most appropriate program for exceptional pupils Ensures the development, implementation, and review of a student s Individual Education Plan (IEP), including a Transition Plan for students over the age of 14 and who are not identified solely as gifted, according to provincial requirements Ensures that parents/guardians are consulted in the development of their child's IEP and that they are provided with a copy of the IEP Ensures the delivery of the program as set out in the IEP Ensures that appropriate assessments are requested, if necessary, and that parents/guardians consent is obtained Special Education Advisory Committee (SEAC): Makes recommendations to the board with respect to any matter affecting the establishment, development, and delivery of special education programs and services for exceptional students of the Board Participates in the board s annual review of its Special Education Report 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/guardians as requested The Teacher: Carries out duties as outlined in the Education Act, regulations, and policy/program memoranda Follows board policies and procedures regarding special education 13

Maintains up-to-date knowledge of special education practices Where appropriate, works with special education staff and parents/guardians to develop the IEP for an exceptional pupil Provides the program for the exceptional pupil in the regular class, as outlined in the IEP Communicates the student's progress to parents/guardians, and works with other school board staff to review and update the student s IEP The Special Education Teacher: Fulfills the responsibilities listed above for the teacher Holds qualifications, in accordance with Regulation 298, to teach special education Monitors the student s progress with reference to the IEP and modifies the program as necessary Assists in providing educational assessments for exceptional pupils The Parents/Guardians: Become familiar with and informed about board policies and procedures in areas that affect the child Participate in IPRCs, parents/guardians teacher conferences, and other relevant school activities Participate in the development of the IEP Become acquainted with the school staff working 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: Complies with the requirements as outlined in the Education Act, regulations, and policy/program memoranda Complies with board policies and procedures Participates in IPRCs, parents/guardians teacher conferences, and other activities, as appropriate Participates in the development of the IEP, where appropriate 14

Special Education Advisory Committee (SEAC) The Toronto District School Board (TDSB) has established a Special Education Advisory Committee (SEAC) in accordance with the Education Act. SEAC makes recommendations to the Board concerning any matter affecting the establishment, development, and delivery of special education programs and services. The TDSB and SEAC work together to protect the rights of students with special learning needs. The Role of SEAC Regulation 464/97 of the Education Act establishes the Special Education Advisory Committee (SEAC) as a statutory committee that advises the Board on matters relating to special education. The members of SEAC represent all students with exceptionalities, and, in so doing, participate in the annual review of the Board s Special Education Report and the annual budget process. They review the special education portion of the financial statements of the Board and provide input into the Board s annual budget process as it relates to special education. This is conducted according to budget timelines beginning the fall of each year. When a change or addition to the range of placements offered by the TDSB is being considered, SEAC is informed and input of members is invited during the monthly SEAC report of the Chief Academic Officer Special Education. SEAC members also act as an important resource for parents/guardians, providing information on IPRC procedures, and as a resource for schools and communities on matters related to special education. To provide input to the board on a variety of matters pertaining to Special Education, SEAC has formed the following subcommittees: Budget Subcommittee Communications Subcommittee Special Education Report Subcommittee Guidelines on Accessible Education and Equity Subcommittee By Laws Subcommittee Facilitator Subcommittee SEAC/PIAC Combined Work Group on Special Education Meeting Dates and Times TDSB SEAC meetings are open to the public and parents/guardians and interested members of the public are invited to attend. Meetings are held at the Board Office, 5050 Yonge Street in the boardroom, from 7:00 p.m. to 9:00 p.m. The meeting schedule is listed below and is posted on the SEAC pages at the TDSB website: www.tdsb.on.ca (Special Education > Special Education Advisory Committee). Monday, January 7, 2013 Monday, June 3, 2013 Monday, February 11, 2013 Monday, September 16, 2013 Monday, March 4, 2013 Monday, October 7, 2013 Tuesday, April 8, 2013 Monday, November 4, 2013 Monday, May 6, 2013 Monday, December 9, 2013 15

SEAC Membership The Committee consists of representatives from local associations, community representatives and trustees, all appointed by the Board. SEAC members are available as a resource for parents/guardians of students with exceptional needs, schools, educators, and the community. Most SEAC members are themselves parents/guardians of students with special needs and are willing to offer support to parents/guardians prior to and sometimes during the IPRC process. Representatives of the TDSB SEAC are listed at the end of this section, with contact information. If you call an association head office, please indicate that you are calling the TDSB SEAC representative and that you wish to leave a message to have your call returned. Membership Selection Procedures The TDSB values the role of SEAC members in making recommendations to the Board on any matter affecting the establishment, development, and delivery of special education programs and services for exceptional pupils. The TDSB strives to select SEAC members who are representative of its population of students with exceptionalities. As municipal elections occur every four years, a new Special Education Advisory Committee is also formed at that time. Association Membership Selection For purposes of SEAC, local association refers to an association or organization of parents that operates locally within the area of jurisdiction of the board and that is affiliated with an association or organization that is incorporated and operates throughout Ontario to further the interests and well-being of one or more groups of exceptional children or adults. It may not be an association or organization of professional educators. Eligibility requirements for SEAC members are outlined in Regulation 464/97 of the Education Act, as follows: Member of a local parents/guardians association, which is affiliated with an incorporated provincial organization that works to further the well-being of exceptional students A Canadian citizen over the age of 18 Qualified to vote for members of the TDSB Board of Trustees Not employed by the TDSB An announcement inviting SEAC Association membership is posted on the TDSB web site and an invitation is extended to all interested associations to complete and submit a nomination form for a member and alternate to represent the association on SEAC. Nomination packages are made available to any associations wishing to have representation on the TDSB Special Education Advisory Committee. Applications are received and reviewed in order to ensure that the requirements of Regulation 464/97 are met. A list of twelve potential association representatives and alternates is prepared for the Board s consideration. 16

Community Representative Selection Regulation 464/97 permits a Board to appoint additional representatives to SEAC. TDSB trustees have determined that up to eight community representatives and up to eight alternate representatives can be appointed to SEAC. The same process used to determine association members is used for community representatives. Eligibility requirements include those in Regulation 464/97 and consideration is given to the following: Diversity Equal representation from across the four geographical quadrants of TDSB Parents/guardians with children receiving special education programming in the Toronto District School Board In making the appointments, attention is paid to balancing a number of factors related to the perspective which candidates bring to SEAC, including school and community affiliations, school division, gender, exceptionalities or syndromes not represented on SEAC etc. Alternate Community Representative Selection Regulation 464/97 permits a Board to appoint additional representatives to SEAC. TDSB trustees have determined that up to eight alternate representatives can be appointed to SEAC. The same process used to determine association members is used for both community representatives and alternate community representatives. Eligibility requirements include those in Regulation 464/97 and consideration is given to the following: Diversity Equal representation from across the four geographical quadrants of TDSB Parents/Guardians with children receiving special education programming in the Toronto District School Board Public School Elector Resides within area of jurisdiction of the Toronto District School Board Not employed by the Toronto District School Board in any capacity In making the appointments, attention is paid to balancing a number of factors related to the perspective which candidates bring to SEAC, including school and community affiliations, school division, gender, exceptionalities or syndromes not represented on SEAC, etc. The following pages list the 2011 2014 SEAC Association and Community members and their contact information. 17

Association Representatives and Contact Information SEAC Associations and Contacts Members Alternates Association for Bright Children The association provides information to parents/guardians about the social, emotional, and intellectual needs of bright and gifted students. www.abcontario.ca Phone: 905-827-1518 Autism Society of Ontario This association of parents/guardians and professionals promotes public awareness and understanding of autism and pervasive developmental disorder. Its aim is to provide information, referral, and support services to parents/guardians and professionals involved with the autistic population. www.autismontario.com Phone: 416-489-0702 Brain Injury Society of Toronto The cognitive, physical, and emotional changes following a brain injury often require individualized educational programs to recover the survivor s potential. This association strives to educate the public about acquired brain injuries and offers support to families and survivors with brain injuries. www.bist.ca Phone: 416-830-1485 Community Living Toronto This association provides support to families with children and adults who are developmentally disabled. Services offered are preschool and school inclusion, residential alternatives, job placements, behaviour management, vocational, industrial, and recreational programs and parents/guardians relief. www.communitylivingtoronto.ca Phone: 416-968-0650 Diana Avon Ginny Pearce Dr. Robert Gates Clovis Grant Krystyna Ross Oksana Romanov Judy Moir Margarita Isakov Down Syndrome Association This organization was created by parents/guardians to dispel myths and promote a positive, accurate image, about Down syndrome, a genetic disorder that usually causes delays in physical and intellectual development. The association pursues equality of opportunity and appropriate services for all persons with Down syndrome. www.dsat.ca Phone: 416-966-0990 Easter Seals Ontario Easter Seals Ontario is dedicated to helping children with physical disabilities achieve their full potential and future independence. Easter Seal people make a difference in the lives of the children and their families by providing direct services, programs, research, advocacy, and public education. www.easterseals.org Phone: 416-421-8377 Richard Carter Heather Breckenridge Elaine Dodsworth-Lever Deborah Fletcher (continued) 18

Association Representatives and Contact Information SEAC Associations and Contacts Members Alternates Epilepsy Toronto Epilepsy Toronto is a non-profit community agency serving people with epilepsy, their families and the general public. Its mission is the promotion of independence and optimal quality of life for all people with epilepsy and their families through support services, information, counseling, public education, and serving the needs of children and youth with epilepsy and seizures. www.epilepsytoronto.org Phone: 416-964-9095 FAS World Toronto This organization shares current information about FASD news, conferences, workshops and support groups throughout Ontario, helping parents and other caregivers who deal with FASD-related issues. www.fasworld.com Phone: 416-264-8222 Learning Disabilities Association (Toronto) Students with a learning disability exhibit difficulties in communication (reading, writing, mathematics, speaking, etc.), which can prevent them from reaching their assessed learning potential. This organization promotes their educational and general welfare by providing support, guidance and resources. www.ldatd.on.ca Phone: 416-229-1680 VOICE VOICE works to ensure that hearing-impaired children have the right to develop their ability to listen and speak and have access to the support and services that will enable them to do so. VOICE provides parents/guardians support, auditoryverbal therapy, educational programs, information resources, and advocacy. www.voicefordeafkids.com Phone: 416-487-7719 Steven Lynette, Chair Gal Koren Loris Bennett Paul Cross Sheelagh Hysenaj Lori Mastrogiuseppe Michelle Brick Rebecca Rycroft Vacancy To Be Determined Vacancy To Be Determined 19

Community Representatives and Contact Information Region Members Alternates North East Quadrant North West Quadrant South East Quadrant South West Quadrant Jean-Paul Ngana NE.CommunityRep@gmail.com Aline Chan alinechan.seac@gmail.com Debra Hayden dhayden@toronto.ca Nancy Turner Wright nancyseac_2011@hotmail.com Yama Arianfar yama.seac.rep@hotmail.ca Olga Ingrahm Olga.Ingrahm@gmail.com Christina Buczek seac.christina@gmail.com Phillip Sargent PhillipSargentSEAC@bell.net Wendy Huang wendy.tao.huang@gmail.com Vacancy To Be Determined Karen Prizzon karentp@sympatico.ca Bantyehun Tezazu tezazub@rogers.com Najia Shafi nsiddiqi22@gmail.com Melissa Melnitzer melissa498@yahoo.ca Cathy Mallove cmallove@sympatico.ca Nora Green Nora.seac@gmail.com Trustee Representatives Sam Sotiropoulos Ward 20 sam.sotiropoulos@tdsb.on.ca 416-397-3066 John Hastings Ward 1 john.hastings@tdsb.on.ca 416-397-3071 Howard Kaplan (Vice Chair) Ward 5 howard.kaplan@tdsb.on.ca 416-395-8406 TDSB SEAC Liaison Margo Ratsep margo.ratsep@tdsb.on.ca 20

In-School Support Teams and School Support Teams (IST/SST) The Toronto District School Board (TDSB) believes that In-School Support Teams and School Support Teams (IST/SST) offer a tiered approach for the open discussion of student-related strengths and needs, within the context of the local school. In support of the Ministry of Education document, Learning for All K- 12, the IST/SST provides a consistent process to address the needs of our most vulnerable students. The IST/SST creates an opportunity to collaboratively develop, review, monitor, and evaluate coordinated plans of action to best serve the needs of all our students. The teams support students by providing a venue for teachers, school administrators, other TDSB staff and parents/guardians to discuss and decide on appropriate interventions. It is the expectation that all TDSB schools will have an IST/SST process in place and that an Administrator must be in attendance at all of these IST/SST meetings. Parents / Guardians / Student Involvement Active involvement of parents/guardians and students (who are 16 and older) enhances the effectiveness of the IST/SST process. Parents/Guardians are encouraged to be valued partners in this process. Parents/Guardians and students (who are 16 and older) must be invited to attend the SST meetings. Translations of the invitation for parents to attend the SST are available in 16 languages and translations should be made available for the meeting if necessary. In-School Support Team (IST) Team meetings should reflect local school needs. Prior to the SST meeting, an in-school consultation process, referred to as the In-School Support Team (IST), is in place in each school to review students strengths and needs and to recommend strategies and interventions. These IST meetings provide frontline support to the classroom teacher through collaboration among staff within the school to better understand and address the needs of a student. Team members share expertise and a sense of ownership for meeting the needs of the referred students being discussed. The IST will provide the SST with information and a record of interventions that have been tried to date with a particular student. In preparation for the IST meeting, teachers instruct and observe the student in a variety of learning situations to gain understanding of the student s development (physical, social, emotional, language, and intellectual), and record significant details of the student s growth and learning. When it appears that program accommodations and/or modifications may be necessary, the teacher consults with the members of the IST who review observations, recommend strategies, and determine next steps. The IST records student needs and recommended interventions on an Individual Learning Plan (ILP), which is stored in the student s Ontario Student Record. When further planning or consultation is needed, a referral is made to the School Support Team. School Support Team (SST) When the IST has done all it can to understand and address a student s needs, but has determined that more support/input is required, a referral to the SST is initiated. 21

Referral to the SST enables the strengths and needs of a student to be discussed by a broader team of representatives from Special Education, Professional Support Services (Psychology, Social Work, Attendance Counselling, Speech-Language Pathology, Occupational Therapy, and Physiotherapy), parents/guardians and students (who are 16 and older), and outside agencies or others, as required. All members bring complementary skills and knowledge to the team process to meet the student s and local school s needs. Note: In order to comply with privacy legislation, the Personal Health Information Protection Act (PHIPA) the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) and TDSB procedures, parents/guardians, students (who are 16 and older) must give written or oral permission to discuss the student s needs when a member of Professional Support Services is in attendance at an SST and identifying student information (e.g., name) is used. Assumptions Underlying the Creation of In-School Support Teams and School Support Teams: Providing for students needs is an ongoing assessment and evaluative process which initially includes teacher-based classroom assessment (e.g., reading running record) The majority of students needs can be met within the local school with differentiated instruction and school-based resources Ongoing classroom accommodation to address students needs is generally the initial approach to interventions recommended by the team Interventions evolve through a collaborative process involving members of the team The IST/SST process may stop at any point when the interventions implemented have met the needs of the student The input of parents/guardians and students (who are 16 or older) is valued and procedures are in place to facilitate communication Parents/guardians will be informed of all recommendations Recognizing the specific needs of both the elementary and secondary panels, the membership and the responsibilities assigned to the IST/SST are global in nature The In-School Support Teams and School Support Teams process provides a forum for: Presenting and analyzing students strengths and needs Discussing a range of support strategies and/or interventions/supports Developing and implementing plans for interventions/supports Assigning staff responsibilities and setting timelines Monitoring and evaluating recommended interventions/supports and follow-up Communicating between home and school Effective In-School Support Team and School Support Teams establish: Clear goals and roles/responsibilities Regular and efficient meetings Multi-disciplinary membership An ongoing evaluation plan for team effectiveness A school-based professional learning plan Partnerships among home, school, and community resources 22

Early and Ongoing Identification/Intervention Procedures Early and Ongoing Identification and Intervention are recognized as contributing to the well-being of all children. A continuous assessment and program planning process should be initiated when a student is first enrolled in a TDSB school, and should be ongoing throughout a student s school life. Procedures to identify each student s level of development, learning abilities, and needs should be in place, and educational programs should be designed to support these needs and to facilitate each student s growth and development. It is critical that early and ongoing identification and intervention strategies for students at risk be a priority in all grades, not just the primary grades. This is especially important as students make the transition to secondary school. Students who have difficulty achieving curriculum expectations are at risk of not completing their diploma requirements and dropping out of school. Boards are therefore expected to provide a range of programs to assist students in meeting the curriculum expectations. These programs should include early identification of learning needs; appropriate teaching strategies, ongoing assessment, and communication with parents/guardians and students. Procedures and communication should be sensitive to each student s family background. 23

Entry Plan for Students with Special Needs Some students with special needs, who are newly registered but not yet attending a TDSB school, may require an intensive support special education program upon enrolment. After principal consultation with members of the School Support Team (SST) it is determined whether or not a referral to a Special Education Program Recommendation Committee (SEPRC) is appropriate. Entry Plan for Students with Special Needs Person Responsible Timeline Child is pre-registered (paper pre-registration) in home school by address as early as possible in the year prior to the year of school entry School welcomes family and supports family throughout the pre-registration and, where one ensues, the SEPRC process. Parents/Guardians provide school with pertinent documentation with consents (as appropriate) to confer with others. Parents/Guardians are given Guide to Special Education for Parents/Guardians. The principal confers with the Family of Schools Consultant and other members of the SST as appropriate. Special education staff may visit those students who fall within the Low Incidence spectrum (i.e., Developmental Disability, Physical Disability). Where it is determined that a SEPRC meeting will proceed, a referral is completed by the home school and submitted to special education staff for scheduling. Home school Parent/Guardian Home school Parent/Guardian Home school Special education staff Principal Home school Up to 9 to 12 months before attendance in school for those students who are entering TDSB in JK/SK. Ongoing and throughout year for all other students Ongoing As soon as possible and ongoing As soon as possible Ongoing after registration occurs As soon as possible SEPRC meeting will be completed prior to school attendance. Special Education Coordinator May be completed prior to school attendance Where a Special Education intensive support program is recommended by the SEPRC and agreed to by the parents/guardians, a specific Special Education program, with location noted, is offered. Where an intensive support special education program is not recommended, the child may register in the home school by address where the school-based special education resources will be available to provide support if deemed appropriate by one of the school s support teams. Where an intensive support program is offered, parents/guardians are offered a visit to the program prior to signing final permission. If required, a transition planning case conference will occur to address the special needs and requirements that a student may have upon school entry. Parents/guardians and agency staff as appropriate may be involved. Special Education Coordinator Special Education Coordinator Home School Receiving School Special Education Staff Subsequent to Case SEPRC Subsequent to offer of placement Subsequent to determining school placement; will involve school administration, parents, special education staff, school staff and agency staff, as appropriate 24

Entry Plan for Students with Special Needs Person Responsible Timeline Transition planning strategies will be developed, as required. An entry process for September will be shared with families, including transportation arrangements. A written action plan may be completed and shared with all participants. Principal (or designate) May-June Follow up meeting(s) will be scheduled, as needed. Principal (or designate) May-June Where an intensive support special education program has been accepted by parents/guardians, an Identification, Placement and Review Committee (IPRC) will be convened after the student has been in the program for a period of approximately 3 to 6 months, with the exception of students in kindergarten who will have their IPRCs in the spring of their senior kindergarten year in preparation for the primary grades. Principal (or designate) 3 to 6 months after placement in the program for students in grades 1 and 2 Spring of senior kindergarten In addition to the above procedures the following also occurs for students who fall within the Low Incidence spectrum (i.e., students with developmental delays, physical limitations) Entry Plan for Students with Special Needs Person Responsible Timeline Presentations are made (prior to JK entry) to outside agencies regarding the entry process for students new to TDSB. TDSB will send a letter regarding pre-registration to selected preschool programs serving students with special needs. Letter will also be distributed through the Early Years Advisory Committee and the Child Care Committee. Principals will be informed. Preschool programs/agencies forward names of potential students to Special Education Low Incidence Coordinators. Special Education Low Incidence Coordinators will notify TDSB schools of pending pre-registrations. Special Education Low Incidence Coordinators maintain a list of preschool students and track them through the intake process. Please Note: Children who have attained the age of three years and who have a significant hearing loss, may qualify for a special education class placement in our Deaf and Hard of Hearing programs. Children who have an Autism Spectrum Disorder may receive additional transitional support (e.g. Connections for Students). Special Education Low Incidence Coordinators Special Education Low Incidence Staff Early Years Advisory Committee Child Care Committee Preschools/Agencies Special Education Low Incidence Coordinators Special Education Low Incidence Coordinators and Special Education staff Coordinator - Deaf and Hard of Hearing Central Coordinator Autism Services November January January Upon receipt of TDSB letter Upon receipt of information Ongoing Ongoing Ongoing Please contact your Family of Schools Special Education Consultant for further information. 25

Process and Procedures Early and Ongoing Identification and Intervention procedures are designed to be used for all students in Junior Kindergarten to Grade 2. Teachers should meet no later than the next reporting period with the parents/guardians of every student new to JK up to Grade 2, to gather information about the student s preschool development, background, and health history. There should be a means to promote liaison with childcare services and community agencies to share, with the informed consent of parents/guardians, information about the student, before entry into the school system. Teachers should observe the student in a variety of learning situations to gain understanding of the student s development (physical, social, emotional, language, and intellectual), and record significant details of the student s growth and learning. Where program modifications and accommodations are necessary, the teacher consults with resource personnel to recommend strategies, results, and next steps. When further planning or consultation is needed, a referral is made to the School Support Team. The School Support Team will contact professional support staff from the TDSB to assist the teacher in successfully programming for a student with special needs and determining next steps. Implementation The current procedure for Early and Ongoing Identification began in the 2003 2004 school year to: Provide compliance with Ministry of Education standards and the requirements of the TDSB Special Education Report Ensure that schools are able to identify each student s level of development, learning abilities, and needs upon entering the TDSB Support successful transitions to school Enable teachers to use the information to plan appropriate programs for all students Provide the starting point for ongoing identification and tracking of students at risk Provide relevant data related to student development and needs, which can be used to track students over time Provide schools with information to identify trends and patterns in the school community The TDSB Early and Ongoing Identification Procedure requires the completion of a Developmental History Form for all students new to the TDSB in JK to Grade 2. It is suggested that the Developmental History Form [Appendix C (8)} be completed as part of a school s registration process. The form should be completed by the parents/guardians, either at the time of registration or taken away and returned to the school by a given date. Some parents/guardians may need support to complete the form. These processes and procedures are part of continuous assessment and program planning for our students. The intention is that these procedures be initiated when a child is first enrolled in school or no later than the beginning of a program of studies immediately following Kindergarten, and should continue throughout the child s school life, pursuant to Ministry of Education Policy and Procedures Memorandum No. 11. (PPM 11 can be found at: www.edu.gov.on.ca/ppm/11.html) 26

Early Intervention Diagnostic Kindergarten The Diagnostic Kindergarten program serves age-appropriate students enrolled in a Junior Kindergarten or Senior Kindergarten program. These students are not accessing the Kindergarten curriculum. Their learning is significantly impacted by their ongoing cognitive, communication, social, self-regulation and personal needs, which require the development and implementation of alternative curriculum areas, in a specialized program with very low student-teacher ratio. Kindergarten students offered placement into Diagnostic Kindergarten programs as a result of a decision at an Identification, Placement, and Review Committee (IPRC) meeting or a recommendation at a Special Education Program Recommendation Committee (SEPRC) meeting. An IPRC or SEPRC referral is completed by the school and submitted in the usual manner. Required documentation must be included. Required documents are Developmental History Form At least one of the following, which must include a relevant observational summary or age ranges: Medical assessment/diagnosis A developmental assessment A psychological assessment A comprehensive speech/language assessment For students not yet attending school, one of the following may also be required: Preschool/daycare report Current observational assessment For students who are attending school, the following are required (as appropriate): Individual Learning Profile form indicating recommendation to go to IPRC Progress/Report Card, if there has been a reporting period Individual Education Plan, if the student has been in school long enough for its development A placement into Diagnostic Kindergarten may be offered by an IPRC or a SEPRC. A placement into Diagnostic Kindergarten may be offered without an exceptionality being conferred by an IPRC. Diagnostic Kindergarten programs have one teacher, one educational assistant and the support of an occupational/physical therapist, a speech and language pathologist and access to a psychologist and social worker. Professional Support Services staff offer consultative input about effective programming strategies and expectations for the Diagnostic Kindergartens. Liaison with Professional Support Services and with outside agencies is an important factor in providing support for staff and parents/guardians. Full Day Kindergarten Diagnostic programs also have a noon hour assistant to provide support during the lunch program. Recommended class size: 7 FTE The enrolment in Diagnostic Kindergarten may be impacted by students who may only be in partial attendance due to their participation in non-tdsb programs (e.g. TPAS) or who are integrated in the regular kindergarten without support of the educational assistant from the Diagnostic Kindergarten. The configurations and head count of students in these classes may vary with the changing needs of the students throughout the school year. 27

Kindergarten Intervention Program (KIP) The Kindergarten Intervention Program serves age-appropriate students enrolled in a Junior Kindergarten or Senior Kindergarten program. These students are accessing the Kindergarten curriculum, but their consistent success is impacted by their ongoing interpersonal/intrapersonal and /or behavioural challenges, which require the development and implementation of alternative curriculum areas. Students must show the ability to participate in the Kindergarten program, but have needs in the area of following classroom rules and routines and/or developing social skills and socially appropriate behaviours. Kindergarten students are offered placement into Kindergarten Intervention Programs as a result of a decision made at an Identification, Placement, and Review Committee (IPRC) or a recommendation at a Special Education Program Recommendation Committee (SEPRC) meeting. A referral for an IPRC or SEPRC is completed by the school and submitted in the usual manner. Required documentation must be included. Required documents include: Developmental History Form Professional reports, if available If child has attended school: School Support Team Form(s) An IEP with alternative program pages addressing interpersonal/intrapersonal and/or behavioural challenges Report Card(s), if available Behavioural assessment (an analysis of a behaviour log of a minimum of six weeks duration noting the frequency, intensity and duration of concerning behaviours) Behaviour support plan as outlined in the program pages of the Individual Education Plan; Safety Plan for students who present with risk of injury behaviours Observation Report completed by central staff Recommended Class Size: 7 Note: A placement into KIP may be offered without an exceptionality being conferred by an IPRC. Kindergarten Intervention Programs have up to seven students per class with one teacher and one Child and Youth Worker. Full Day Kindergarten Intervention Programs also have a lunchroom supervisor to provide support during the lunch program. Kindergarten Early Language Intervention (KELI) Program The Kindergarten Early Language Intervention Program is an innovative program, first implemented in September 2001. KELI provides intensive oral language and literacy enhancement for Senior Kindergarten children with significant oral language processing and expressive language delays. The goal is to reduce the impact of oral language delays on young students learning to read and write, and on their social development. Kindergarten students from selected high-needs schools are screened for eligibility by KELI speechlanguage pathologists and/or KELI teachers, but are not formally identified by an IPRC. Students with severe communication problems related to diagnosed disabilities (e.g., Autism Spectrum Disorders, Global Developmental Delay) are not selected. The KELI teachers work in instructional teams with the speech-language pathologists, who assess the students at the beginning and end of the program. Parents/guardians and referring teachers also rate the students communication skills on entry and exit. Each KELI program serves a total of 32 students in four groups of eight. Students admitted attend the KELI Program for two half-days per week in addition to their home school Kindergarten, from October to 28

early June of their Senior Kindergarten year. Students in half-day kindergarten programs attend KELI during the opposite half of the day to their regular program. For children attending full day kindergarten these two half-days are offered during their regular program time. Ongoing communication between KELI staff and regular classroom teachers ensures that the programs are mutually supportive. Eligibility for the Program Eligible students will attend the regular Senior Kindergarten program at one of the selected high-needs schools and should: Be age appropriate for Senior Kindergarten (i.e., 5 years of age) Demonstrate significant delays/difficulties in oral language comprehension and/or expression Demonstrate ability to learn from group instruction Demonstrate language difficulties in their first and second languages, if English is their second language Have attended school regularly during the previous academic year Not demonstrate serious behavioural or attention problems or have a medical diagnosis (e.g., Autism Spectrum Disorder) Have written permission of parents/guardians for screening by a KELI speech-language pathologist Admission to the Program Kindergarten teachers of the selected high-needs schools use a specific checklist to nominate students at the end of the Junior Kindergarten year. With the permission of parents/guardians, speech-language pathologists also screen the students using a standardized test. Students who best meet the criteria of the program are admitted. Parents/Guardians must attend an initial meeting to receive complete information about the program and its expectations for their involvement. At the meeting, parents/guardians will be asked to give written permission for assessments by speech-language pathologists, program evaluation, and videotaping for professional development purposes. KELI Program Locations The KELI Program is offered at ten host schools across the TDSB. Host schools are located within a short travel distance from a cluster of identified high-needs schools, selected according to the 2009 TDSB Learning Opportunities Index of socio-economic factors. Each KELI program accepts eligible students from a total Junior Kindergarten population of about 1000 students attending the satellite schools. Students are transported by bus, except for those students registered at host schools. Expected Outcomes Significant gains in oral language development and early literacy skills are expected for KELI Program students. The majority of students eligible for the KELI Program comprise the lowest achieving, most at risk Senior Kindergarten children, who may be impacted by a combination of factors, including: Significant speech and language delays at age 4 5 years The challenges of living in economically and socially disadvantaged conditions The lack of a solid foundation in their first language and/or limited exposure to English Without the early intervention of the KELI Program, and its focus on oral language, literacy, and social communication, almost all of these at-risk students would likely require school-based resource programs, professional support services, and/or special education programs during their school years. 29

Developing an Individual Education Plan (IEP) In developing its Individual Education Plan (IEP) the TDSB has adhered to the Ministry s policy document Individual Education Plans: Standards for Development, Program Planning, and Implementation, 2000. An IEP is a written plan describing the special education program and/or services required by a particular student. It identifies learning expectations that are modified from or are alternative to the expectations given in the curriculum policy document for the appropriate grade and subject or course, and/or any accommodations and special education services needed to assist the student in achieving his or her learning expectations. See Appendix B which contains a facsimile of a blank IEP. A representative sample of the student s learning expectations in each subject, course, or skill area must be recorded in the IEP under the following circumstances: If the student is working on modified expectations, as defined in section 4.1 of the Ministry s Standards document for IEPs If the student is working on alternative expectations, as defined in section 4.1 of the Ministry s Standards document for IEPs The IEP is not a daily lesson plan itemizing every detail of the student s education. The IEP also helps teachers monitor the student s progress and provides a framework for communicating information about the student s progress to parents/guardians and to the student on the Progress Report Card and the Provincial Report Card. There is a clear link between what is reported on the Progress Report Card and the Provincial Report Card and the learning expectations outlined on the various program pages of the IEP. The IEP must be reviewed and updated at least once in every reporting period to record any changes in the student s special education program and services that are found to be necessary as a result of continuous assessment and evaluation of the student s achievement of annual goals and learning expectations. The update in June focuses on providing key information to assist teachers as they begin to program for students in September. The IEP reflects the school board s and the principal s commitment to provide, within the resources available to the school board, the special education program and services needed to meet the identified strengths and needs of the student. The principal is responsible for ensuring compliance with all of the requirements described in this document for the development and implementation of students IEPs. Students identified by an Identification, Placement, and Review Committee (IPRC) must have an IEP completed within 30 school days of placement in a special education program (Reg. 181, Section 3). A Transition Plan is required for all exceptional students, 14 years of age or older, except those who are identified as solely gifted. The plan must focus on the transition to appropriate postsecondary school activities, such as work, further education, and community living. An IEP may be developed for students who have not been formally identified as exceptional but who require special education programs and/or services. An IEP is required when the principal, in consultation with members of the In-school Support Team (IST) or School Support Team (SST) determines that: a student s achievement will be assessed on the basis of modified expectations; and/or a student regularly requires accommodations for instructional or assessment purposes. The TDSB position is that students who are not exceptional are entitled to receive Resource support for one reporting period without the development of an IEP. If the recommendation of the IST or SST is for continued support beyond that, then an IEP must be developed. 30

It is ultimately the principal s decision to introduce an IEP or determine that one is no longer required. As part of ongoing communication with parents/guardians clear documentation is provided to outline the interventions used to assist a student who is having difficulty meeting the grade-level expectations. Part of that communication is an explanation of the continuum of support available to the student, which may include the introduction of an IEP at some point. Parents/Guardians are provided the assurance that they will be consulted in the development of the IEP. The TDSB has developed guidelines for the implementation of Ministry of Education Standards with regard to IEPs. An IEP is A written plan describing the special education program and/or services required by a particular student, based on a thorough assessment of the student s strengths and needs that is, the strengths and needs that affect the student s ability to learn and to demonstrate learning A written plan for a student who requires accommodations, modifications to the learning expectations of the age-appropriate grade level, and/or an alternative curriculum A written plan by which teachers monitor, assess, evaluate, and review a student s program A written plan developed in consultation with parents/guardians teachers, other professionals, and where appropriate, agency personnel and/or the student A flexible, working document that must be reviewed and updated at least once in every reporting period An accountability tool for the student, parents/guardians, and everyone who has responsibilities under the plan for helping the student meet the IEP goals and expectations An ongoing record that ensures continuity in programming A document to be used in conjunction with the Progress Report Card and the Provincial Report Card An IEP is not A description of everything that will be taught to the student An educational program or set of expectations for all students A means to monitor the effectiveness of teachers A daily plan Responsibility for Implementation According to the IEP Standards document, it is the responsibility of the principal to ensure the following: An IEP is developed for every student who has been identified as exceptional by an IPRC. The principal will ensure that an IEP is developed for non-identified students who require a special education program and/or services for a period longer than one reporting period An IEP is developed within 30 school days after placement of the student in a special education program. Students with a placement of Regular Class and a setting of Indirect Support, Resource Assistance or Withdrawal Assistance are in the Resource program. Students with a placement of Special Education Class and a setting of Partially Integrated or Full Time are in either the Home School Program or an Intensive Support Program For students identified as exceptional by an IPRC, the strengths and needs outlined in the IEP are based on, and consistent with, the description contained in the IPRC s statement of decision, and reflective of any subsequent assessments conducted or observations made of the student The parents/guardians and the student (if 16 or older) are consulted in the development of the student s IEP The parents/guardians and the student (if 16 or older) receive a copy of the IEP 31

A copy of the IEP is included in the Ontario Student Record (OSR), unless the parents/guardians object in writing (Regulation 181/98, S.8) A Transition Plan is developed for all exceptional students 14 years of age and older, except those identified as solely gifted Applied Behaviour Analysis (ABA) methods are incorporated into the IEPs of students with Autism Spectrum Disorder (ASD) where appropriate, and relevant school board personnel and community personnel who have previously worked, and/or are currently working with a student with ASD, are invited to provide input and participate in the IEP process TDSB Implementation of the Ministry s Standards for IEPs In continued response to the Feedback Report to the TDSB from the Ministry s Collaborative Review, the following actions were taken during 2012-2013: Annual training continued for teachers with responsibility for writing IEPs, with particular attention given to teachers new to writing IEPs A detailed guide was developed to provide clarity to teachers and administrators regarding the expectations and content of the IEP. All TDSB schools are now using the web-based application to develop their IEPs. The application continues to bring more efficiency to IEP development and provides an excellent means for data collection. Of note, the system allows monitoring of the stages of IEP development (Parent Consultation, In Process, Ready for Principal Review, Complete Ready for Parent), which has significantly improved compliance with the expectation that the IEP be completed within 30 school days of a student s placement in a program. Process for Dispute Resolution with Respect to the IEP The Ministry IEP Standards state the following: Although the IEP is developed collaboratively, the principal is ultimately responsible for each student s plan. The principal must sign the IEP to indicate his or her assurance that the plan is appropriate to the student's strengths and needs and that it meets all of the standards outlined in this document. The principal is responsible for ensuring the development, implementation, and review of a student s IEP, and that there is opportunity for consultation with the parents/guardians prior to the completion of the IEP. Their suggestions are incorporated into the student s IEP whenever appropriate. However, the principal is not obliged to accept every/any suggestion made by the parents/guardians. The principal must give due consideration to all suggestions/requests and must inform the parents/guardians of the reason(s) for not including a suggestion or request. In situations where there is disagreement about the existence or contents of the IEP, effective communication is essential to clarify information and resolve issues. The goal is to have the best interests of the student foremost in all discussions. The document Shared Solutions, available on the Ministry of Education website, is an excellent resource for all parties to reference should disputes arise. When a disagreement between parents/guardians and Board staff regarding significant aspects of the IEP occurs, resolution of these issues will take place through the principal of the school and may include the following: Discussions with the parents/guardians, student (if 16 or older) and teacher(s) take place to identify the areas of concern and to determine appropriate solutions If a resolution is not reached through this process, a School Support Team meeting with the parents/guardians may be scheduled through the school principal, with appropriate staff invited to attend 32

If the dispute regarding the IEP is not resolved through these stages, a meeting may be set up with the parents/guardians through the school principal and the appropriate Supervising Principal of Special Education. The Family of Schools Superintendent may also be consulted If all avenues have been exhausted, the Ministry of Education may be contacted for assistance upon a written request from the parents/guardians. Transition Planning For exceptional students who are age 14 or over and who are not identified solely as gifted, the student s IEP must include a transition plan for the student s transition from school to work, further education, and/or community living. As stated in the Ministry s Standards document, every transition plan must include the following elements: Specific goals for the student s transition to post-secondary activities. The goals must be realistic and must reflect the strengths, needs and interests of the student The actions required, now and in the future, to achieve the stated goals. The actions identified must build on the student s identified strengths, needs and interests The person or agency (the student, parents, educators, providers of specialized support and services, community agencies) responsible for or involved in completing, or providing assistance in completing each of the identified actions Timelines for the implementation of each of the identified actions. Because the transition plan is part of the IEP, any provisions of the regulation that apply to the IEP also apply to the transition plan. Special Education staff recognizes that change is uncomfortable for many exceptional learners. In addition to the legislated requirements for transition planning as part of the IEP, special education staff gives careful consideration to the support needs of exceptional children around all kinds of transitions, especially when they prepare to move between grades, programs, divisions and schools. Planning for such transitions is incorporated into the program pages of the IEP with specific goals and strategies to facilitate the transition(s). During the 2013-2014 school year, the TDSB will be planning for the implementation of Policy/Program Memorandum 156, Supporting Transitions for Students With Special Education Needs, effective September 2, 2014. 33

Identification, Placement, and Review Committee Process (IPRC) Per Regulation 181/98 IPRC Structure Students being considered for identification of an exceptionality and special education programs and/or services may be presented to an Identification, Placement, and Review Committee (IPRC). The TDSB has the following IPRC structures: Family of Schools IPRC Membership Family of Schools Principal Family of Schools Special Education Coordinator / Regional Special Education Vice Principal Psychological Services Staff Representative Central IPRC Membership Supervising Principal of Special Education Family of Schools Special Education Coordinator Chief of Psychological Services School-Based IPRC Membership (for the Annual Review) School Principal/Vice-Principal And any two of the following: Family of Schools Special Education Consultant School Special Education Teacher School Classroom Teacher The Chair of each TDSB IPRC is the principal representative. Principals who are knowledgeable about special education policy and procedures are invited by the Special Education Department to be part of the committee. IPRC decisions are determined by a simple majority. Resident students enrolled in and attending a TDSB school are eligible for consideration by a TDSB IPRC. Students registered, but not yet attending a TDSB school, who may require an intensive support special education program upon enrolment, are not eligible for an IPRC but may be presented to a Special Education Program Recommendation Committee (SEPRC). (See pages 38 40.) IPRC Referral Steps Parents/Guardians or principal may request an IPRC The principal completes the IPRC Referral and submits all the required documentation to the appropriate special education representative, using the web-based SAP CRM application Where new documentation becomes available after the initial submission, the principal ensures that it is added to the on-line referral Within 15 days of a written request by parents/guardians for an IPRC, the principal must provide parents/guardians with a copy of the Guide to Special Education for Parents/Guardians (Appendix A) and a written statement of approximately when the committee will meet 34

At least ten days before an IPRC meeting, parents/guardians must receive written notice of the time and place of the meeting Parents/Guardians must receive a copy of all documentation to be considered at the IPRC with the letter of invitation Principals must inquire in advance of the meeting whether the parents/guardians have any additional documentation for the consideration of the IPRC. The principal must then forward this documentation to the IPRC, to be received at least five days prior to the meeting The TDSB conducted 7,195 original IPRCs during the 2012 2013 school year Documents Required for an IPRC An educational assessment (as per Regulation 181/98: Subsection 15 [1]) The most recent Provincial Report Card (and where the most recent report card is the Progress Report Card, the previous Provincial Report Card must also be included.) An Individual Education Plan (IEP) A psychological assessment (as described on page 43), with respect to exceptionalities and/or other relevant professional assessments A completed Individual Learning Profile (ILP) form from the most recent School Support Team meeting with a recommendation to proceed to IPRC Other relevant information gathered by the School Support Team Student work samples (part of the school presentation) Any documents which parents/guardians may deem relevant to an IPRC A record of consultation with parents/guardians Functions of the IPRC Describe and provide a statement of the student s strengths and needs Determine whether a student is exceptional and specify the area(s) of exceptionality Decide an appropriate placement for the student regular class or special education class Decide an appropriate setting for the student based on the placement indirect support, resource assistance or withdrawal assistance (regular class); with partial integration or full time (special education class) Discuss and make written recommendations regarding special education programs and services Where the committee has decided that the student should be placed in a special education class, state the reason for that decision Provide a written statement of decision outlining the decisions of the IPRC and any program/services recommendations made Attendance at the IPRC Parents/Guardians and students 16 years of age or older are invited to attend and participate. Every effort is made to accommodate the schedules of all attendees. The IPRC may proceed if the parents/guardians are not in attendance A referring school administrator and the teacher(s) who know(s) the student best and who can speak to the student s strengths, needs, programming, interventions and assessments must attend Resource people may attend where clarification of information is required. Typically, the TDSB Professional Support Services staff who have authored a report do not attend the IPRC The school principal arranges for an interpreter to assist the parents/guardians where appropriate 35

An advocate for the parents/guardians may provide support or speak on their behalf Presentations to an IPRC The student s school administrator provides a general overview of the student s history, to provide context for the IPRC. The student s OSR should be available School staff provides a detailed summary of the student s current strengths and needs, academic performance, and presenting issues. Teaching strategies and interventions implemented are shared indicating their degree of success along with current assessment data. Edited and unedited work samples must be available to provide a sense of the student s potential and ongoing classroom performance. The IPRC Chair invites parents/guardians and any other attendees to participate in discussions about the student The IPRC decisions are determined in the presence of all attendees and are recorded on the statement of decision IPRC Annual Reviews A review IPRC meeting must be held within the school year unless the principal of the school at which the special education program is being provided, received written notice from the parents/guardians waiving the annual review Parents/Guardians may request a review IPRC be held anytime after a student has been in a special education program for three months The most recent Provincial Report Card and any other current educational or professional assessments constitute the documentation given consideration at the Annual Review. It is expected that the student s progress, strengths, and needs will be discussed within the context of the IEP, where parental permission has been provided. As indicated in the Ministry of Education document Learning for All (2011), educational assessments may include a range of tools including classroom observation, classroom assessments, commonly used school board assessments and teacher-created assessments. The TDSB conducted 5,301 IPRC Reviews during 2012-2013 Resolving Disputes In situations where there is disagreement, effective communication is essential to clarify information and resolve issues. The goal is to have the best interests of the student foremost in all discussions. The document Shared Solutions, available on the Ministry of Education website, is an excellent resource for all parties to reference should disputes arise. As part of the IPRC process: Principals ensure that parents/guardians receive a copy of the Parents/Guardians Guide to Special Education Parents/Guardians consult with the school principal and/or special education staff to clarify decisions of the IPRC The Supervising Principal of Special Education for the appropriate region provides information to all parties to assist with procedures and protocols Where parents/guardians would like reconsideration of a decision made by an IPRC, a number of options are available. Parents/Guardians are encouraged to approach the school principal and/or special education coordinator to address any concerns or issues regarding the formal identification or placement of their child. The Regional Supervising Principal of Special Education is also available for support. 36

Parents/Guardians may ask to have the IPRC reconvened to present new or clarify information. Should resolution not be achieved, the parents/guardians may proceed with a formal appeal. Formal Appeal Process The Appeal Process is fully detailed in Regulation 181/98, Part VI, Subsection 26, Appeals from Committee Decisions. Zero appeals and zero tribunals were conducted in the TDSB in 2012 2013, as of June 30, 2013. 37

Special Education Program Recommendation Committee (SEPRC) The Toronto District School Board (TDSB) is committed to making sure that students with special education needs receive the appropriate programs and/or services as soon as possible when they enter school. Students arriving from outside the TDSB, who may require an intensive support special education program upon enrolment and who are newly registered but not yet attending a TDSB school, may be presented to a Special Education Program Recommendation Committee (SEPRC). A SEPRC may be convened in cases where the board has information that indicates a student may require special placement upon enrolment. Generally, these students have profiles suggesting that their needs could not be addressed in the home school, with special education supports, for even a short period of time. To ensure that children are in the best place to meet their needs from the day they first begin attending a TDSB school, the SEPRC can provide a recommendation for placement in an intensive support special education program, which the student may attend until the time at which the formal Identification, Placement and Review Committee (IPRC) process can take place. The SEPRC / IPRC processes are sequential. The membership of a SEPRC is the same as that of an IPRC. SEPRC recommendations are tracked so that subsequent IPRCs can be planned appropriately. When parents agree to participate in a SEPRC, they do not forgo their right to request an IPRC once their child is attending school. SEPRC Structure The TDSB has the following SEPRC structures: Family of Schools SEPRC/Membership Family of Schools Principal Family of Schools Special Education Coordinator / Regional Special Education Vice Principal Psychological Services Staff Representative Central SEPRC/Membership Supervising Principal of Special Education Family of Schools Special Education Coordinator Chief of Psychological Services The Chair of each TDSB SEPRC is the principal representative. Principals who are knowledgeable about special education policy and procedures are invited by the Special Education Department to be part of the committee. SEPRC recommendations are determined by a simple majority. SEPRC Referral Steps The office staff pre-registers the student in the home school by address The principal requests that the parents/guardians provide any educational, behavioural, medical/health (hearing, vision, physical, neurological), psychological, speech/language, occupational/physiotherapy assessments or other relevant documentation about the student The Family of Schools (FOS) Consultant is notified immediately 38

The principal consults with the parents/guardians student (where appropriate) and School Support Team (SST) members to review the documentation provided (with permissions as appropriate), to ascertain the student s strengths and needs and to determine if a SEPRC meeting is appropriate The principal may request access to central resources for the purpose of gathering additional information or clarifying existing documentation. Where it is determined that the student may require an intensive support special education program upon enrolment in TDSB, the principal requests a SEPRC meeting by completing a referral to a SEPRC, which is forwarded to the FOS Consultant An invitation letter to a SEPRC meeting is prepared and sent by the Office Administrators in the Special Education Department Parents/Guardians return the response form to staff at their home school or confirm their attendance by telephone to staff of the home school, who then notifies the appropriate FOS Coordinator Parents/Guardians receive a copy of all documentation to be considered at the SEPRC with the letter of invitation and a copy of the Guide to Special Education for Parents/Guardians (See Appendix A) The TDSB conducted 91 SEPRCs during the 2012-2013 school year Documents Required for a SEPRC The documentation presented to the SEPRC mirrors that required for students who are presented to an Identification, Placement and Review Committee (IPRC) seeking a similar program placement. They may include: An educational assessment The most recent Provincial Report Card (and where the most recent report card is the Progress Report Card, the previous Provincial Report Card is also included) An Individual Education Plan (IEP) A psychological assessment Other relevant professional assessments (e.g., speech-language, OT/PT, medical) A Developmental History Form (for Junior Kindergarten to Grade 2 aged students) A current professional observation Student work samples (part of the presentation) Any documents which parents/guardians may deem relevant to a SEPRC Functions of the SEPRC To determine whether an intensive support special education program would be appropriate for a student upon enrolment in a TDSB school For programming purposes, to note whether the student meets the requirements for an exceptionality based on TDSB criteria To provide a written statement of recommendations outlining the student s strengths and needs and any program/services recommendations of the SEPRC Attendance at and Presentations to a SEPRC Since students presented to a SEPRC are not yet TDSB students, the SEPRC meeting will only proceed if parents/guardians are in attendance The principal from the referring school arranges for an interpreter to assist the parents/guardians where appropriate An administrator from the referring school attends and provides a general overview of the student s history to provide context for the SEPRC 39

Resource people currently involved with the student are strongly encouraged to attend (by parent invitation) The SEPRC Chair invites parents/guardians and any other attendees to participate in discussions about the student to determine current strengths, needs, academic performance and presenting issues. Work samples, if available, are reviewed to provide a sense of the student s potential and performance in the current setting The SEPRC recommendations are determined in the presence of all attendees Formal Appeal Process Since students are not under the jurisdiction of the school board, there is no formal appeal process. Required Follow-up to the SEPRC Where an intensive support special education program has been recommended and accepted by parents/guardians, an Identification, Placement and Review Committee will be convened after the student has been in the program for a period of approximately 3 to 6 months An exception to the 3 to 6 month provision involves students in kindergarten intensive support programs who will have an IPRC during their senior kindergarten year in preparation for the primary division. However, it should be noted that students in junior kindergarten will have their program recommendation re-evaluated in the spring at an SST meeting to determine if it should continue for senior kindergarten. Where an intensive support special education program is not recommended, or when the parents/guardians decide not to accept a recommended program placement, the student may enroll in the home school by address, where the school-based special education resources will be available to provide support if deemed appropriate by one of the school s support teams. 40

Purpose and Goals of Individual Assessments The primary purpose of student assessment and evaluation is to improve learning. Assessment has the greatest potential to improve student learning when it is an integral part of all classroom activities and when it is used to identify students strengths and weaknesses to outline the next steps for learning. It should never be an end unto itself, but rather, the means to improve teaching and learning. Some students, in spite of accommodations and modifications to their program, experience difficulty meeting the academic and/or behavioural expectations of the school environment. Their needs as learners can best be understood and addressed through a detailed standardized individual assessment. Individual assessments are offered by a range of qualified professionals psychologists, psychological associates, social workers, speech-language pathologists, occupational therapists, and physiotherapists (all members of regulated professional colleges). An assessment provides an accurate baseline for tracking future development and academic progress, and provides necessary information for formal identification at an IPRC, if that becomes necessary. Individual assessments typically include classroom observation and can focus on a student s academic skills (using standardized assessment instruments such as the WIAT-II or the KTEA-II), cognitive levels (using instruments such as the WISC-IV, the KABC-II, the SB-V, or the WJ-III), social-adaptive skills (using clinical observation and/or standardized instruments such as the BASC- II or ABAS- II), sensory motor skills (using instruments such as the Beery VMI), and/or communication skills (using clinical observation and standardized instruments such as the CELF-4 or PLS-4), according to the concerns indicated. Assessment findings provide information relevant to the requirements of IPRCs and for classroom programming, IEPs, and the Provincial Report Card. Community diversity makes it essential that students and their families be sensitively involved in any assessment process. Close collaboration between assessment professionals and persons familiar with particular languages and cultures is integral to achieving this goal. The TDSB provides equitable practices in individual assessment by ensuring that assessments meet professional standards of reliability, validity, fairness, and consistency, and are aligned with the Ontario Curriculum expectations. It is recommended that Board-based professionals provide assessment services because of their understanding of and ability to work within the school environment and through School Support Teams. Parents/Guardians may supply a report from an outside, qualified professional for consideration by the Board. Tests cited above: WIAT-II KTEA-II WISC-IV KABC-II SB-V WJ-III BASC-II ABAS-II VMI CELF-4 PLS-4 Wechsler Individual Achievement Test, 2nd Edition Kaufman Test of Educational Achievement, 2nd Edition Wechsler Intelligence Scale for Children, 4th Edition Kaufman Assessment Battery for Children, 2nd Edition Stanford-Binet, 5th Edition Woodcock-Johnson Test of Cognitive Abilities, 3rd Edition Behaviour Assessment System for Children, 2nd Edition Adaptive Behaviour Assessment System, 2nd Edition Beery Beery Buktenica Visual Motor Integration Test Clinical Evaluation of Language Fundamentals, 4th Edition Preschool Language Scale, 4th Edition 41

Standards for the Provision of Individual Assessments The School Support Team discusses a student s needs and then, if appropriate, makes a recommendation for an individual assessment. The principal or designate then informs the parents/guardians or the student who is of age and has the capacity to understand what they are consenting to, of this recommendation. Written permission from the parents/guardians or student, who is of age and has the cognitive capacity to understand, must be obtained for the referral to be initiated. The School Support Team will also consider requests by parents/guardians or outside agencies for assessments. With the exception of special education teachers, all other professionals require informed consent from parents/guardians or student who is of age in order to initiate an individual assessment. In all instances, parents/guardians or students who are of age are contacted to obtain their informed consent to ensure they understand the reasons for the assessment, the nature of the assessment, the risks and benefits of the assessment, and possible outcomes of the assessment. Issues of where and how the record will be stored and the limits to confidentiality are also outlined. Throughout the assessment process, parents/guardians are involved, and at the conclusion, they are offered verbal and written feedback about the assessment findings. A cultural or communication facilitator will be offered where necessary. Written reports are to be provided at or close to the time of any verbal feedback to the parents/guardians. The sharing of assessment findings or information with persons outside of the school board will only occur with the express written permission of the parents/guardians or student where he or she is of age, except as required by law. The Personal Health Information Protection Act (PHIPA) requires that Professional Support Services staff (Psychology, Social Work, Speech-Language Pathology, and Occupational and Physiotherapy) receive explicit written or verbal consent from parents/guardians to share information that they collect with school staff (e.g., educational assistants, teachers, principals). This permission is discussed with parents/guardians and formally obtained during the informed consent process. The informed consent process is outlined in Appendix C (1). Further information about the privacy rights of parents/guardians is detailed in a PHIPA Privacy Statement, which is posted on the Board s public website under Professional Support Services at: http://www.tdsb.on.ca/_site/viewitem.asp?siteid=134&menuid=2662&pageid=2143. Finally, the Records Management policy (PR. 677 BUS) states that Support Services professional files are retained at a minimum of ten years after graduation age (which in most cases is either 18 or 21), which is in accordance with professional guidelines. Students who are referred for an assessment are often seen within the school year in which the request is made. Referrals not seen by the conclusion of the school year will be prioritized on the wait list for assessment in the following school year. A variety of factors, such as length of time on the waiting list, nature of the referral question, age of the student, and urgency for assessment results, will be used to prioritize referrals on the waiting list. The average wait time for a psychological assessment once a referral has been initiated is approximately four to five months, and for a speech-language pathology assessment, is approximately two to six months. 42

Types of Assessment Educational Assessments Academic and functional assessments are administered by school personnel to determine the progress a student is making in the school program. (See Appendix K for the newly released Policy Program Memorandum (PPM 155) about Diagnostic Assessments.) Psychological Assessments The purpose of a Psychological assessment is to better understand the learning and/or socio-emotional needs of the student, in order to help in the delivery of the most appropriate programming while the student is at the Toronto District School Board. Psychological assessments are provided by the staff of Psychological Services. They are either members of the College of Psychologists, or they work under the direct supervision of a member of the College of Psychologists. Psychological Services staff is governed by the Psychology Act, the Regulated Health Professions Act, the Health Care Consent Act, the Personal Health Information Protection Act, and the Education Act when working in a school board. A psychological assessment may include the following: A review of the student's school records Interviews with the parents/guardians to obtain developmental, family, and medical history Interviews with school personnel and the student Classroom observation An assessment (standardized and informal measures) of the student s cognitive abilities to assess learning strengths and needs An assessment (standardized and informal measures) of the student s social-emotional functioning to assess strengths and needs An assessment (standardized and informal measures) of the student s academic skills to assess academic strengths and needs Referrals for Psychological Assessments Referrals for psychological assessments of students are initiated by the School Support Team. The school team, which includes the staff member from Psychological Services, determines the priority in which students will be seen. The length of wait for a psychological assessment can vary, depending on the number of requests generated by the team and the prioritization of the referral, relative to other referral requests from the school. A referral for a psychological assessment of a student is initiated by the School Support Team, using a standardized referral form. A psychological assessment is initiated only with the informed consent of the parents/guardians of a student under the age of 18, or the student (18 years or older). Management of Assessment Results The results and recommendations of a psychological assessment are discussed with the parents/guardians or student, 18 years or older (where appropriate), and with staff of the TDSB who are directly involved with the student. A cultural or communication facilitator will be offered and arranged, if necessary. A copy of any written report is provided to the parents/guardians or student, 18 years or older, and to the school, to be placed in the student s OSR. The original written report, assessment measures, notes, and other information obtained during the assessment are maintained in the confidential files of 43

Psychological Services in accordance with the Psychology Act and the Regulated Health Professions Act. Psychological Services will not release any information to persons or facilities outside of the TDSB without written consent, except as may be required by law. Speech and Language Assessments Speech and language assessments are provided for students according to prioritized needs determined by the School Support Team. Services focus on younger students, from Kindergarten through the primary grades, with language delays and disorders that may affect literacy, academic, and social development. Speech and language assessments are conducted by speech-language pathologists, registered in Ontario under the Regulated Health Professions Act (1993). Average waiting times vary from a few months for special education students in Intensive Support Programs (e.g., Physical Disability, Developmental Disability) to 6 12 months for students in regular education and other special education programs. Staffing levels, service delivery changes, and growing numbers of students with complex communication needs and diverse cultural-linguistic backgrounds may affect times. Informed consent of the parents/guardians or student, 18 years or older, is required for students to receive the services of a speech-language pathologist. The informed-consent process ensures parents/guardians are made aware of the types of service that may be provided to the student. The results of the speech and language assessment will be communicated with parents/guardians through an interview, and a written report will be made available upon request. Locations of copies of the report are discussed. The results of the speech and language assessment may be discussed with relevant teachers and professional support staff for educational planning and programming purposes. The consent of parents/guardians is required for referral to community services for which the student may be eligible (e.g., Community Care Access Centre/School Health Support Services). Speech and language reports are stored in confidential speech-language pathology files in the Education Offices, according to the Records Regulation of the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO). A copy is kept in the OSR. The permission of parents/guardians must be obtained for a student s speech and language report to be released to an outside agency. Social Work Assessments School social work assessments identify social, emotional, and behavioural factors that can impact a child s ability to make the most productive use of the learning environment. Academic qualifications for professional school Social Workers range from a Bachelor of Social Work to a Doctorate in Social Work, with the majority holding a Master of Social Work degree. All Ontario Social Workers are regulated by the Ontario College of Social Workers and Social Service Workers and subscribe to a set of professional ethics and standards of practice. A Social Work assessment may include: Interviews with the student An interview with the parents/guardians to obtain relevant family and social history Interviews with Support Services colleagues and school personnel A review of school records With consent, contacts with community agencies Classroom observation 44

A referral to Social Work is initiated at the School Support Team meeting. A referral form is completed, and informed consent of the parents/guardians or student older than 16, is obtained before the assessment is begun. Recommendations and reports are discussed with the student (where appropriate) and parents/guardians. With permission, relevant information is shared with school personnel and, where applicable, professional staff from community agencies. Standards of Practice of the Ontario College of Social Workers and Social Service Workers regulating the Social Work record are adhered to, and Registered Social Workers ensure that records are current, accurate, contain relevant information about students, and are managed in a manner that protects the student's privacy. Social Work records are stored in confidential Social Work files in secure locations at the regional Education Offices. Occupational Therapy and Physiotherapy Assessments Occupational Therapy and Physiotherapy (OT/PT) assessments are provided for students according to prioritized needs and as determined by the School Support Team. Service is provided to students in all Low Incidence programs for students with developmental and physical disabilities. OT/PT assessments are conducted by occupational therapists and physiotherapists under the Regulated Health Professions Act (1993) and registered in the College of Occupational Therapists of Ontario and College of Physiotherapists of Ontario, respectively. Average waiting times for OT/PT assessments vary. For students from integrated/intensive support programs (e.g. Physical Disability, Developmental Disability) with issues that need to be dealt with immediately, the wait time varies from immediate to four to six weeks. For students in regular education and other special education programs, the wait time for a referral is from two to three months. Staffing levels, service delivery changes, and growing numbers of students with complex multiple needs and diverse cultural-linguistic backgrounds may affect waiting times. The informed-consent process ensures that parents/guardians are made aware of the types of service that may be provided to the student. Informed consent of the parents/guardians or student 18 years or older is required for students to receive the services of occupational therapy and physiotherapy. The results of the occupational and physiotherapy assessment are communicated with parents/guardians, through an interview, and a written report is made available upon request. Locations of copies of the report are discussed with parents/guardians. The results may be discussed with relevant teachers and professional support staff for educational planning and programming purposes. The consent of parents/guardians is required for referral to community services for which the student may be eligible (e.g., Community Care Access Centre: School Health Support Services). Reports include recommendations for physical management (e.g., mobility, seating and positioning for function), activities of daily living skills and sensory integration. Records from an OT/PT assessment are kept in confidential files, which are maintained in accordance with the regulations and provisions of the professional Colleges and the Regulated Health Professions Act. Permission of parents/guardians must be obtained for a student s physical management and registration report to be released to an outside agency. OT/PT assessments may include, but are not limited to: A review of the student s school records with consent Classroom observations An interview with parents/guardians to obtain developmental and relevant family and medical history An interview with school personnel, the student, and support service colleagues Contact with hospitals, rehabilitation centres, and community agencies 45

Provision of specific gross/fine motor function, mobility (school/community), sensory motor/behaviour, and visual motor skills Assessment of activities of daily living skills (e.g., feeding, dressing, personal care) Assessment for equipment needs (Assistive Devices Program/ADP and Special Equipment Amounts/ SEA) Standardized Test Measures: COPM Canadian Occupational Performance Measure DVPT-2 Developmental Visual-Perceptual Test ETCH Evaluation Tool of Children's Handwriting Gross Motor Function Measure Handwriting Without Tears Print Tool HELP Hawaii Early Learning Profile Miller-FUN Motivational Assessment Scale MVPT Motor Free Visual Perceptual Test Peabody Developmental Motor Scales School Companion Profile School Function Assessment Sensory Behaviour Analysis Sensory Processing Measure Sensory Profile VMI Beery Buktenica Visual Motor Integration Test Numerous non-standardized test measures not stated in this document Note: Occupational Therapy and Physiotherapy Services primarily support students in Low Incidence Programs Developmental Disability, Physical Disability and Diagnostic Kindergarten Programs through our Kindergarten, Education, Early Intervention and Prevention (KEEP) Program. In addition, OT/PT Services, through the referral process, provide Intake, Environmental Safety, and SEA assessments and reports for students in Community Schools, as appropriate. [See Referral forms in Appendix C(2)] All other referrals are referred to Community Care Access Centre (CCAC). 46

Ministry of Education Categories of Exceptionalities and Definitions Ministry of Education Definition: An EXCEPTIONAL PUPIL is one whose behavioural, communicational, intellectual, physical, or multiple exceptionalities are such that he or she requires placement in a special education program. Behaviour Exceptionality Ministry Definition A learning disorder characterized by specific behaviour problems over such a period of time and to such a marked degree, and of such a nature as to adversely affect educational performance and that may be accompanied by one or more of the following: An inability to build or to maintain interpersonal relationships Excessive fears or anxieties A tendency to compulsive reaction or An inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof TDSB Determination As determined by the IPRC giving consideration to the following: Educational assessment Behavioural assessment (including a summary/analysis of the ABC data recording charts and other data to show the frequency, intensity and duration of the targeted behaviours, and how that data has been used to modify programming for the student) for a minimum of one reporting period, in most cases. An Individual Education Plan with alternative programming for teaching intra/inter personal skills Professional assessment (psychological assessment) Communication Exceptionalities Communication is an umbrella term for the following exceptionalities: Autism Deaf/Hard of Hearing Language Impairment Learning Disability Speech Impairment Autism is one of the disorders within the Pervasive Development Disorder (PDD) or Autism Spectrum Disorder (ASD) spectrum. Other disorders include Asperger Syndrome (AS), Rett s Syndrome, Childhood Disintegrative Disorder, and PDD Not Otherwise Specified (PDD-NOS). 47

Autism Ministry Definition A severe learning disorder that is characterized by: Disturbances in rate of educational development ability to relate to the environment mobility perception, speech, and language Lack of the representational symbolic behaviour that precedes language TDSB Determination As determined by the IPRC giving consideration to the following: Classroom documentation that describes a student who has not demonstrated ability at an ageappropriate level to focus and/or maintain attention to activities or tasks make transitions establish and maintain social interactions cope safely with his/her current setting Educational assessment of learning strengths and needs that demonstrates difficulty with academics and verbal and nonverbal communication Professional assessments diagnosis by a regulated, qualified practitioner psychological assessment to include cognitive scores (where deemed appropriate) language assessment (where deemed appropriate) Deaf and Hard of Hearing Ministry Definition An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound. TDSB Determination As determined by the IPRC giving consideration to the following: Classroom documentation in collaboration with school personnel, agencies, classroom teacher, parents/guardians and student Educational assessment academic and functional assessment at the student s school Professional assessment an audiological assessment indicating a permanent bilateral hearing loss within the mild to profound range psychological assessment (when deemed appropriate) 48

a speech and language assessment (when deemed appropriate) Language Impairment Ministry Definition A learning disorder characterized by impairment in comprehension and/or use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical, or sensory factors, and which may: Involve one or more of the form, content, and function of language in communication Include one or more of language delay dysfluency voice and articulation development, which may or may not be organically or functionally based TDSB Determination As determined by the IPRC giving consideration to the following: Classroom documentation Educational assessment Professional assessment an assessment by a qualified professional outlining receptive and expressive language levels which significantly interfere with communication and academic achievement a psychological assessment that establishes average cognitive levels Learning Disability Ministry Definition 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: Is not primarily the result of impairment of vision or hearing physical disability developmental disability primary emotional disturbance cultural difference Results in a significant discrepancy between academic achievement and assessed intellectual ability, with deficits in one or more of receptive language (listening, reading) language processing (thinking, conceptualizing, integrating) expressive language (talking, spelling, writing) mathematical computation May be associated with one or more conditions diagnosed as a perceptual handicap 49

a brain injury minimal brain dysfunction dyslexia developmental aphasia TDSB Determination As determined by the IPRC giving consideration to the following: Classroom documentation that describes a student who has not demonstrated ability at an age appropriate level to Focus and/or maintain attention to activities or tasks Regulate anxiety Self-advocate Educational assessment of learning strengths and needs that demonstrates: a significant discrepancy between age appropriate expectations and academic achievement alternative programming requirements Psychological assessment indicating impairments in one or more psychological processes related to learning, in combination with otherwise average abilities for thinking and reasoning a significant discrepancy between thinking/reasoning and academic achievement Speech Impairment Ministry Definition A disorder in language formulation which 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. TDSB Determination As determined by the IPRC giving consideration to the following: Classroom documentation Educational assessment Professional assessment by a qualified professional indicating an impairment in speech production, which significantly interferes with the student s communication and academic achievement Intellectual Exceptionalities Intellectual is an umbrella term for the following exceptionalities: Gifted Mild Intellectual Disability Developmental Disability 50

Gifted Ministry Definition 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. TDSB Determination As determined by the IPRC giving consideration to the following: Professional assessment a psychological assessment indicating that the student is functioning at or above the 98th percentile on the General Ability Index (GAI) on a recently administered Wechsler Intelligence Scale for Children 4th Edition (WISC-IV), Canadian norms; OR a psychological assessment indicating that the student is functioning at the 96 th or at 97 th percentile on the General Ability Index (GAI) on a recently administered Wechsler Intelligence Scale for Children 4th Edition (WISC-IV), Canadian norms, and at or above the 98th percentile on either the Verbal Comprehension Index or Perceptual Reasoning Index of the WISC-IV, Canadian norms Note: 1) Due to practice effects, TDSB will not accept assessments where the same intelligence test has been used twice in a 12-month period. 2) An overall maximum of two test administrations will be provided by Psychological Services during the student s school years within the TDSB. Gifted Determination for English Language Learners (ELL) The IPRC will use the following criteria only when factors of ELL and cultural background are considered to have a substantial impact on the measurement of intellectual development: A psychological assessment indicating that the student is functioning at or above the 84th percentile on the General Ability Index (GAI), on a recently administered Wechsler Intelligence Scale for Children 4th Edition (WISC-IV), Canadian norms, and at or above the 98th percentile on either the Verbal Comprehension Index or Perceptual Reasoning Index of the WISC-IV, Canadian norms NOTE: There must be evidence that the student has received ELL support over three consecutive reporting periods within the last three years. This support must be substantiated by ELL Tracking Sheets and/or report cards with the ELL box marked. Only the IPRC can determine when the ELL criteria will be used based on documentation and consultation with those who know the student. Gifted Determination for Students with Learning Disabilities The IPRC will use the following criteria for a student who can first be identified with a Learning Disability Exceptionality: Assessment information will provide clear evidence that the student has indicators of above average intellectual development information-processing deficits academic deficits as a result of the processing deficits The assessment information, along with IEP information, report card information, and consultation, will lead to the student being designated as exceptional (Communications: Learning Disabilities), prior to 51

considering the use of the Gifted/Learning Disabilities criteria to identify the student with the Gifted exceptionality. The Gifted/Learning Disabilities criteria includes a psychological assessment indicating that the student is functioning at or above the 84th percentile on the General Ability Index (GAI) on a recently administered Wechsler Intelligence Scale for Children 4th Edition (WISC-IV), Canadian norms, and at or above the 98th percentile on either the Verbal Comprehension Index or Perceptual Reasoning Index of the WISC-IV, Canadian norms Note: Only the IPRC can determine when the Learning Disability criteria for Gifted identification will be used, based on documentation and consultation with those who know the student. The use of other measures of intellectual functioning, such as the Stanford-Binet V, the Woodcock- Johnson Test of Cognitive Abilities-III, and the Kaufman Assessment Battery for Children-II, may be considered. Mild Intellectual Disability Ministry Definition A learning disorder characterized by: An ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service An inability to profit educationally within a regular classroom because of slow intellectual development A potential for academic learning, independent social adjustment, and economic self-support TDSB Determination As determined by the IPRC giving consideration to the following: Classroom documentation Educational assessment academic and social performance below the range expected for age-appropriate placement Professional assessment a psychological assessment indicating the student s cognitive skills lie at or below the 5 th percentile adaptive skills lie at the 5 th percentile in 2 or more of the following: functional communication, basic living skills, social skills, self-control or behavior Developmental Disability Ministry Definition A severe learning disorder characterized by: An inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development An ability to profit from a special education program that is designed to accommodate slow intellectual development A limited potential for academic learning, independent social adjustment, and economic self-support. 52

TDSB Determination As determined by the IPRC giving consideration to the following: Classroom documentation and/or other relevant reports Educational assessment very limited academic and adaptive skills which are below the range expected for age-appropriate placement Professional assessment a psychological assessment that indicates that the student s intellectual and adaptive functioning lies at or below the 1st percentile or a diagnosis of Developmental Disability, not Global Developmental Delay Physical Exceptionalities Physical Disability Ministry Definition 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. TDSB Determination As determined by the IPRC giving consideration to the following: Classroom documentation Educational assessment Professional assessment a medical and/or occupational/physical therapy assessment a psychological assessment (when deemed appropriate) Blind / Low Vision Ministry Definition A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely. TDSB Determination As determined by the IPRC giving consideration to the following: Classroom documentation information about student s vision is obtained from student, parent(s)/guardian(s) and school personnel Educational assessment 53

a functional assessment (visual or tactile) at the student s school Professional assessment an eye report from an optometrist or ophthalmologist that indicates a significant field loss, or visual acuity is 20/70 or worse after best correction in the better eye Multiple Exceptionalities Ministry Definition A combination of learning or other disorders, impairments, or physical disabilities that is of such a 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. TDSB Determination When a student has more than one exceptionality, TDSB practice is to identify each exceptionality. 54

Special Education Programs and Services Understanding a student s learning profile is necessary to determine appropriate programs and services. Prior to the identification of students, a full and clear picture of strengths and needs is garnered through a review of in-school support strategies, academic testing, and professional assessments and by means of consultation with parents/guardians and sometimes community agencies. Information is regularly gathered and reviewed through such processes as Individual Education Plan (IEP) development, the school support team(s) meeting(s) the Special Education Program Recommendation Committee (SEPRC) process and the Identification, Placement and Review Committee (IPRC) process. Special Education Program Support and Related Services Special Education Services within the TDSB rely on the expertise of teachers supported by: Educational Assistants, Child and Youth Workers, Child and Youth Counsellors, Special-Needs Assistants, Noon-Hour Assistants, Lunchroom Supervisors Blind/Low Vision Itinerant Staff Deaf/Hard of Hearing Itinerant Staff Behaviour Regional Services (BRS) Teams (Itinerant Teachers and CYWs) Autism Spectrum Disorder (ASD) Teams Assistive Technology Teachers Special Education Consultants and Coordinators Occupational Therapists and Physiotherapists Psychology Staff Social Work and Attendance Staff Speech-Language Pathologists Safe and Caring Schools Staff Guidance Teachers SEAC and Community Agencies Range of Placements A variety of placement options is necessary to meet the needs of all students with exceptionalities. The key elements in making a decision regarding an educational placement of a student are based on the individual strengths and needs of the student and the wishes of the parents/guardians. The early years are a crucial time for the development of learning skills. There is a body of evidence that suggests that if young children receive effective early intervention to support their learning needs (which may include special education support), a number of them may not require continued special education programs and services as they progress through the school system. Inclusive programming provides opportunities for academic improvement, socialization, and the development of self-esteem. For many students with exceptionalities, programming in a regular class is an important first step toward successful participation in the school community. This approach is reflected in Regulation 181/98 - Identification and Placement of Exceptional Students (part IV, section 17): When making a placement decision on a referral under section 14, the committee shall, before considering the option of placement in a special education class, consider whether placement in a regular class, with 55

appropriate special education services, (a) would meet the student s needs; and (b) is consistent with parents/guardians preferences. It is also recognized that some students require a more intensive level of support than what is available through a regular class placement. To that end the TDSB implements a needs-based model of special education programs and supports that is responsive to individual student s educational functioning levels and needs. A full continuum of programs and services exists, from a resource program in a regular class placement through to the increased levels of support offered by a special education class placement in intensive support programs and specialized schools. Placement is determined through an Identification Placement and Review Committee. The goal of placement is to determine the most appropriate learning environment to maximize the individual student s potential. Placement Options In making its placement decision, the IPRC may consider Special Education Placement or Regular Class Placement. Regular Class This is the IPRC placement decision for those students with special needs for whom more than 50% of instructional time is delivered by a regular class teacher in a regular classroom. There are three types of Regular Class Placements. Regular Class with Indirect Support The student is placed in a regular class for the entire school day and receives direct instruction from a regular classroom teacher who receives specialized consultative services. Regular Class with Resource Assistance The student is placed in a regular class and receives direct, specialized instruction, individually or in a small group, within the regular classroom from a special education teacher. Regular Class with Withdrawal Assistance The student is placed in a regular class and receives instruction outside the regular classroom for less than 50% of the school day from a special education teacher. Special Education Class This is the IPRC placement decision for those students with special needs for whom 50 % or more of instructional time is delivered by a special education teacher in a special education classroom where the pupil-teacher ratio conforms to Regulation 298 (R.R.O.1990, Section 31). There are two types of Special Education Class placements. Special Education Class with Partial Integration The student is placed in a special education class but is integrated with a regular class for at least one instructional period daily. Special Education Class Full Time The student is placed in a special education class for the entire school day. In some cases parents/guardians and Board staff may wish other options to meet a student s needs. For example, there may be a need to apply for admission to: A Provincial School for students who are blind, deaf, or deaf-blind, or a Provincial Demonstration School for students who have severe learning disabilities. Applications to Provincial Schools and provincial Demonstration Schools are coordinated in conjunction with the school board. A facility that provides the necessary care or treatment appropriate to the student s condition. Applications to care and treatment facilities are made by the parents/guardians directly to the facility. School board staff may be able to assist in gathering the required documentation. 56

Community-Based Resource Model (CBRM) The Community-Based Resource Model (CBRM) is a Board-wide philosophy and process to support students who require special education services in their local elementary and middle schools. CBRM aligns with the vision of the TDSB Special Education Report, which is to support the needs of the majority of exceptional students within well-resourced neighbourhood schools. The CBRM encompasses the Home School Program, Resource program support, and the expertise of the Methods and Resource Teacher. The CBRM is staffed with special education teachers who can provide indirect, in-class, and withdrawal Resource program support, depending on the school model, as well as more intense small-group teaching for periods of the day. Schools design their CBRM based on the specific strengths and needs of their student community. The Home School Program (HSP) Teacher and the Methods and Resource Teacher (MART) are key components of the CBRM team. All members of the CBRM team are involved in the support and delivery of the model. Priority must be given to students who have been formally identified through the Identification, Placement and Review Committee (IPRC) process and recommended for special education class placement at their home school. Identified students whose recommended placement is special education class, are supported in the Home School Program for 50% of their school day. Students who are not formally identified may be supported in the CBRM through a recommendation of the In-School Support Team (for Resource) and the School Support Team (for Home School Program). Students who have been formally identified through the IPRC process receive regular updates of their IEP each reporting period and must have an annual IPRC review to evaluate their current placement and support. Non-identified students are monitored through regular re-evaluation of their IEP in concert with their Provincial Report Card. Re-evaluation of non-identified HSP students is to happen at a School Support Team meeting every year. Parents/Guardians are invited to attend. School special education staff receives regular, ongoing professional development. School staff has access to consultation and resources provided by the CBRM team to support programming for students. Home School Program (HSP) The Home School Program is one of the components of the CBRM. It is a special education class in which a student is placed for 50% of the school day. Exceptional students are placed in the program through an IPRC. Sometimes non-identified students are placed in the program on the recommendation of the School Support Team. The profile for formally identified students who are placed in HSP by decision of an IPRC includes: Identified with a Communications, Mild Intellectual Disability or Behaviour Exceptionality Modified expectations in at least numeracy and literacy (minimally two grade levels behind) or alternative expectations that address social, emotional and behavioural concerns Demonstrated need for instruction/support in a smaller group Demonstrated need for accommodation/support in other subjects Support required beyond the Resource level 57

The profile for non-identified students who are considered for placement in HSP by recommendation of the School Support Team is the same as that noted for exceptional students. The SST will consider returning a non-identified student to the Resource Program when: There is no longer a two-year discrepancy in literacy and numeracy, and there is evidence of successful integration in a regular classroom The student with alternative expectations demonstrates success in the regular class Resource Program The Resource Program is one of the components of the CBRM. Students in the Resource Program receive support for less than 50 % of the school day. There are three settings associated with the Resource Program: Indirect Support, Resource Assistance and Withdrawal Assistance. Exceptional students are placed in the program through an IPRC. Sometimes non-identified students are placed in the program on the recommendation of the In-school Support Team or School Support Team. The profile for formally identified students who are placed in the Resource program by the decision of an IPRC includes: Identified with a Communications, Mild Intellectual Disability or Behaviour Exceptionality Modified expectations in literacy and/or numeracy (minimally 1 year below grade level) or demonstrated need for significant, ongoing accommodations in order to access the grade level curriculum or alternative expectations that address social, emotional or behavioural concerns For students in Resource Assistance and Withdrawal Assistance settings, demonstrated need for instruction/support in a smaller group setting for part of the school day The profile for non-identified students who are considered for placement in the Resource program by recommendation of the In-school Support Team or School Support Team is the same as that noted for exceptional students. Methods and Resource Support School-based methods and resource support is facilitated by a Special Education teacher who receives additional professional learning opportunities to enhance Special Education expertise and resources for the school. 58

Intensive Support Programs (ISP) and Placement Criteria Intensive Support Programs (ISP) are located within Families of Schools and are staffed by central resources. These programs will provide more intensive support than the Community-Based Resource Model in home schools. The number and location of Intensive Support Programs is determined by the profiles of students requiring intensive support. Behaviour Exceptionality ISP Behaviour The ISP Behaviour supports students identified with a Behaviour exceptionality and addresses the full range of their academic, emotional, and social development. While maintaining a focus on student achievement, the goals for students in the ISP Behaviour are to: Decrease inappropriate behaviour Increase positive behaviour Acquire new skills Transfer skills to other settings Particular areas of focus in the ISP Behaviour include social skills training and the development of selfcontrol, adaptability, and responsibility. Students placed in an Intensive Support Program (Behaviour): Are identified with a behaviour exceptionality at an IPRC Demonstrate evidence of significant challenges in interpersonal, social, and/or emotional development Demonstrate lack of success in a regular classroom setting, despite sustained efforts to implement the academic and behavioural interventions outlined in the IEP, and having accessed all appropriate local in-school supports, behaviour challenges continue to persist A student with extremely high needs may require additional intensive support over and above a TDSB ISP placement. In such cases, staff assists parents/guardians to connect with community agencies, where more appropriate programming may be available. (See Care, Treatment, and Correctional Facilities, on page 126.) Recommended Class size: 8 59

Communication Exceptionalities ISP Autism Students placed in an Intensive Support Program (Autism): Are identified with an Autism exceptionality at an IPRC Are assessed as having average thinking and reasoning skills Demonstrate evidence of severely impaired social, communication, and behavioural skills, as shown through professional and/or teacher assessments Show evidence of lack of success within the HSP setting and with the use of ABA strategies Secondary Autism ISP programs are run similarly to Secondary Resource programs. However, it is a crucial piece to the model of the Autism ISP program that the students have consistent teacher(s) able to support them throughout the day, in a designated room. The ISP room is available to provide resource support to those students who need it throughout the day, in addition to offering GLE. An Autism resource classroom is staffed by the Autism ISP allocation, for GLE instruction and non-integrating student instruction with the understanding that in any one period the staff student ratio does not exceed 6:1. The students have the opportunity to be fully integrated for their credits and additional support staff is allocated to facilitate their integration. Recommended Class Sizes: Primary 6 Junior 6 Intermediate 6 Senior Numbers must comply with the Secondary Accord ISP Communication (includes Learning Disabilities) Students placed in an Intensive Support Program (Communication): Are identified with a Learning Disability, Autism Spectrum Disorder, Speech Impairment or Language Impairment exceptionality at an IPRC Show evidence of lack of success in the Home School Program Are assessed as having average thinking and reasoning skills Demonstrate evidence of other factors affecting learning, such as attention difficulties, anxiety, and social/emotional needs, as shown through professional and/or teacher assessments Are functioning academically (established through teacher assessment) below grade level by a minimum of two years in literacy and numeracy in the primary grades below grade level by a minimum of three years in literacy and numeracy in their junior grades below grade level by a minimum of four years in literacy and numeracy in their intermediate/senior grades Recommended Class Sizes: Primary 10 Junior 12 Intermediate 16 Senior 16 60

Deaf and Hard of Hearing The Toronto District School Board Deaf and Hard of Hearing programs offer a variety of supports to meet the needs of students with auditory challenges. Students who are Deaf and Hard of Hearing may demonstrate needs in language and speech development and in gaining auditory access to the curriculum. The Toronto District School Board Deaf and Hard of Hearing programs provide itinerant support and special class placement through Special Education and Section Programs. There are varying levels of service under the umbrella of Special Education Hearing Itinerant. The Toronto District School Board recognizes the importance of early intervention and can support students who are Deaf and Hard of Hearing from the age of 3, through either a preschool class or home-visiting program. Upon entry to school, students who are Deaf and Hard of Hearing have access to the support of a Specialist Teacher of the Deaf and Hard of Hearing. These itinerant teachers have specialized qualifications approved by the Ministry of Education that enable them to recommend the necessary accommodations and/or programming modifications to meet the educational needs of students who are Deaf and Hard of Hearing. Based on student need, these teachers work closely with the TDSB Educational Audiologist to determine the appropriate FM technology that works with the student s Hearing Assistive Technology (HAT). When warranted, itinerant teachers facilitate access to the curriculum through direct instruction from Kindergarten to completion of secondary school. Many students who are Deaf and Hard of Hearing can be served in regular class placements with support. Special Education Hearing Itinerant teachers are available to consult on appropriate assistive technology for students with unilateral, minimal and fluctuating hearing losses as well as for students identified with Auditory Neuropathy Spectrum Disorder (ANSD) or an Auditory Processing Disorder (APD). ISP Deaf and Hard of Hearing Deaf and Hard of Hearing Intensive Support Programs are available from Kindergarten to the completion of secondary school. There are a variety of communication options used in the classes, including oral, oral with sign language support, and American Sign Language (ASL). Classes are taught by Specialist Teachers of the Deaf and Hard of Hearing. Students who are placed in an Intensive Support Program (Deaf and Hard of Hearing): Are identified with a Deaf and Hard of Hearing exceptionality due to a significant hearing loss through a Toronto District School Board Identification Placement and Review Committee Are assessed as having delays in expressive and receptive language due to a significant hearing loss that requires modification and/or accommodation to the degree that a setting with a smaller student teacher ratio is required. Recommended Class Sizes: Kindergarten 8 Deaf 10 Hard of Hearing 12 61

Intellectual Exceptionalities ISP Developmental Disability (DD) Students who demonstrate very limited cognitive and adaptive skills require an alternative curriculum to meet their varied learning needs. These students present a variety of needs to be addressed, which include communication, functional academics, activities of daily living, social-skills and/or motor skills. Students with developmental disabilities may also have other significant needs (e.g., self-regulation, health), in addition to their intellectual needs. Students with developmental disabilities require an alternative curriculum that is adapted and focused on life skills, functional academics and vocational skills. The goal of this curriculum is to work towards maximum student potential to be as functionally independent as possible. The opportunity to be included in the culture of the school is very important to build student confidence and self-esteem. Intensive Support Programs for students with developmental disabilities have one teacher, educational assistant support and a noon hour assistant. As well, these classes have the support of an occupational/physical therapist, as well as access to a speech and language pathologist, psychologist and social worker. Professional Support Services staff offers consultative input about effective programming strategies and expectations for the ISP Developmental Disability programs. Liaison with Professional Support Services and with outside agencies is an important factor in providing support for staff and parents/guardians. Students placed in an Intensive Support Program (DD): Are identified exceptional by an IPRC Are usually identified with a Developmental Disability Usually function at an intellectual and adaptive level at or below the 1st percentile in a recent psychological assessment and experience significant difficulty in functional communication, basic living skills, social skills, self-control, and/or behaviour, as indicated through professional assessments such as speech and language assessment, psychological assessment, occupational/ physiotherapy assessment, or teacher assessment Students are expected to transition age appropriately from division to division throughout the school years. Recommended Class Size: 10 ISP Mild Intellectual Disability (MID) The area of cognitive skills and intellectual ability involves sensory awareness, attention, processing, memory, and concept development. These abilities may vary widely and are measured by a qualified practitioner using a norm-referenced individual assessment and an adaptive measures tool. The examination of needs is based not only on the degree of intellectual strengths or needs, but also on the inability of the student to be successful in his or her learning environment. Students with intellectual needs may also present additional needs in other areas and will require a flexible ratio or a specialized setting to address these needs. Although integration into age-appropriate classroom settings is a goal, support and communication between students who are intellectual peers can provide a positive and enriching learning environment. 62

Students who demonstrate cognitive skills below age expectations require program accommodations and modifications to meet their varied learning needs. Often students present a variety of needs to be addressed, including social-emotional needs and health issues. Flexibility in scheduling, as well as planned opportunities for concrete and relevant learning are important in designing a functional and meaningful program. Students with mild intellectual disabilities often require an alternative curriculum, which involves functional numeracy and literacy adapted for and oriented toward life and workplace skills. The goal of this curriculum is the development of basic skills that will lead to functional independence. These vocational and life skills are necessary in order for these students to become active and responsible members of society. The opportunity to be included in the life of the school, regardless of placement in a regular class with intensive support, or in a small class or congregated setting, is very important to build student confidence and self-esteem. The ISP MID Pathway It is only through an FOS or Central IPRC that an ISP-MID may be considered. Students at or below the 2 nd percentile may be considered to receive program support in an Intensive Support Program Students between the 3rd and 5th percentiles should begin receiving program support in the Home School Program. If difficulties persist the student may return to an FOS or Central IPRC where an ISP MID placement could be considered. There should be a significant difference between the student s grade (by age) and the grade level at which the student is working, in both language and mathematics. The IEP and/or teacher evaluation should document a need beyond the HSP program. Recommended Class Sizes: Primary 10 to 12 Junior 12 to 14 Intermediate 14 to 16 Secondary 14 to 16 ISP Gifted Teachers, administrators, and parents/guardians who believe that they have a student who appears to have an unusually advanced level of cognitive ability and is in need of a differentiated curriculum, are invited to bring the student s name to a School Support Team (SST) meeting. Students who are placed in an Intensive Support Program (Gifted) have: Classroom documentation which includes: indicators of an unusually advanced degree of general intellectual ability (see Appendix D(1)) the Teacher Checklist of Student Behaviour (see Appendix D(2)) factors to consider at IPRC (see Appendix D(4)) 63

Educational assessments review information contained in report cards: standardized educational assessments (e.g., Developmental Reading Assessment) teacher observations and assessments Family documentation, including information from the family, which they are encouraged to complete, such as The Parents/Guardians Checklist of Student Behaviour (see Appendix D(3)) Students who meet the criteria for identification as Gifted may, through the TDSB IPRC process, be placed in a congregated class setting. Although students identified Gifted may demonstrate superior intellectual ability, there may be other learning and behavioural needs that need to be addressed. Students with the most severe needs may demonstrate a marked disparity between the expected and observed achievement in the area of academic, communication, or social-emotional skills. Some students may require intensive support, and these students may be placed in a Primary/Junior Intensive Support (ISP) Gifted Program. Other education opportunities may include differentiated programs in the regular class, specialized programs (e.g., International Baccalaureate Program, Elite Athlete Programs, School for the Arts, Math, Computer and Science-focused programs), or cluster groupings by subject. Regardless of classroom placement, it is crucial that development and careful monitoring of the IEP take place for all identified students. A change in level of support for an identified student from a regular class to a special education class must be done through an FOS or Central Review IPRC. Recommended Class Sizes: Primary/Junior ISP 8 Junior 25 Intermediate 25 Physical Exceptionalities Physical Disability Students with physical needs must have access to all aspects of school life in an accessible environment. The placement and setting will depend on the complexity of the student s physical needs and will provide an appropriate level of support. Students with physical needs may have additional educational needs. Assistive devices and technology to increase student independence in, and the acquisition of, life skills are essential for academic success, student self-confidence, and self-esteem. Physical Disability (ISP) Intensive Support Programs have the support of an occupational/physical therapist, as well as access to a speech and language pathologist, psychologist and social worker. Professional Support Services staff offer consultative input about effective programming strategies and expectations for the ISP Physical Disability programs. Liaison with Professional Support Services and with outside agencies is an important factor in providing support for staff and parents/guardians. 64

TDSB Continuum of Supports for Students with Physical Disabilities Site Designated Site ISP Physical ISP Physical Congregated School Notes TDSB provides selected schools throughout the Board, which are deemed to be designated sites Designated sites provide accessibility for students with physical disabilities who only require barrier free access to a school environment to meet their mobility and safety needs Students placed at a designated site may access occasional support for mobility and activities of daily living Students are placed at a designated site, by the special education department, with or without an IPRC Students at a designated site are appropriate to attend a regular class setting or may access additional educational support through the school s Community-Based Resource Model (CBRM) Consideration of a continuum of other congregated programs being located at barrier-free sites is a factor when planning program locations Students with physical disabilities are placed in an Intensive Support Program Physical as the result of a SEPRC or IPRC decision Students placed in an ISP Physical may have an additional communication or mild intellectual disability exceptionality and also have the additional need for support from a special education teacher The ISP Physical is a special education program, in which students may spend a portion of each day in a regular class setting Educational assistance is provided to support student needs related to mobility, activities of daily living and personal care Students with very challenging and complex physical needs may be placed in a highly specialized school environment with peers of similar abilities Seamless support to meet both academic and personal care needs related to mobility and activities of daily living is provided in this setting The program is accessed following a SEPRC or IPRC decision, and upon the recommendation of the special education department Blind / Low Vision Students in Toronto schools whose visual acuity is worse than 20/70 (after best correction in the better eye), or who have a visual field of less than 20, are entitled to some form of support for their visionrelated needs. The level of support depends on the severity of the eye condition and the results of a Functional Vision/Tactile Assessment that is conducted by the Vision Program Assessment Team. Once signed consent and medical documentation have been received by the Vision Program, the student is assessed within three to four weeks. 65

Depending on the needs of the student, Itinerant Vision Teachers can teach students who are blind how to read and write in braille, and they can help students with low vision learn to maximize their remaining vision to access the curriculum. A large part of what Itinerant Vision Teachers do is help classroom teachers develop appropriate teaching strategies and accommodations for learners who are visually impaired. The Vision Program also employs Orientation and Mobility Specialists who are certified to train students who are visually impaired to travel within and to and from school independently and safely, with or without a white cane or dog guide. Some students who are visually impaired may use assistive technology to access the curriculum. The staff of the Vision Program can teach students how to use, for example, a laptop computer with screen enlargement program and/or speech output, a braille embosser (printer), a scanner, a portable braille note-taking device. Advances in assistive technology have helped students who are visually impaired access the curriculum more independently and quickly. ISP Blind / Low Vision The TDSB does not have any Intensive Support Programs for students who are visually impaired. All students who receive support through the TDSB Vision Program (blind or low vision) attend their local schools or some other specialized program that addresses an additional need. Multiple Exceptionalities This program supports students who have documented needs in a variety of areas, one of which is cognitive impairment. Other needs may include one or more of the following: Communication Physical Behaviour Students in these programs require a small class setting and intensive support from a qualified special education teacher and an Educational Assistant. 66

Regional Special Education Support Services Regional Special Education Support Services When school staff has concerns about a student whose complexity of needs requires more highly specialized supports and expertise, principals may access the services of regional support staff. These services include: Regional Autism Spectrum Disorder (ASD) Teams Behaviour Regional Services (BRS) Teams (formerly known as the Itinerant Behaviour Team) Blind/Low Vision Itinerant Services Deaf/Hard of Hearing Itinerant Services Low Incident Consultant Services The Family of Schools (FOS) Consultant is the first contact, before access to regional services is considered. The online form is not needed to access the Family of Schools Consultant or Coordinator. When the SST concludes that all school level and FOS level supports have been drawn upon and implemented, and significant challenges still remain, a request for access to regional support services is the next step. This level of support is student specific and requires signed parental permission. Support from the five regional services is requested through an online application form, usually completed under recommendation of the School Support Team. The Access form is not a referral form. It is an information-gathering tool that outlines the school s concerns about a student, in the context of the services and supports provided to date. For Deaf / Hard of Hearing and Blind/Low Vision referrals, a request should be made as soon as school staff is aware of the need. Once the Access Form is submitted online, it is reviewed by regional Special Education Department staff, who determines next steps. This may include a referral to one of the five regional services. However, preliminary steps may be recommended before student specific referral to a regional service is made. These could include a general classroom consultation, staff professional learning or training, or additional instructional resources. The Family of Schools Consultants participate in the decision-making, so their early involvement at the school and active consultation is very important. Autism Spectrum Disorder (ASD) Team A priority for Special Education and Support Services is the development of a comprehensive, interdisciplinary service for students with Autism Spectrum Disorder (ASD). The mission of the ASD Team is partnering with schools to empower school staff to provide effective and appropriate programming for students with ASD. The ASD Team is a coordinated, multi-disciplinary team, supporting students diagnosed with an Autism Spectrum Disorder. A Central Coordinator for Autism Services provides direction and leadership for two teams, one in the East of the TDSB and another in the West. The ASD Team members include: Central Coordinator 67

Special Education Consultant Psychological Associate Speech-Language Pathologist Training Assistant Physical/Occupational Therapist ABA Facilitator Child and Youth Counsellor Social Worker Management of Requests for ASD Team Services When an Access request is forwarded to the ASD Team, the school is provided with the Autism Services Referral Form for parents/guardians signature. The completed forms are submitted to the appropriate ASD Team Consultant, and assigned to the team for follow up. A copy of the Autism Services Referral Form can be found in Appendix C (3). The Regional ASD Team offers a range of services, which may include: Consultation Program support to the classroom Individual Education Plan (IEP) input Transition planning Professional development Liaison with community partners Access to the School Support Program ASD Consultants (Surrey Place Centre) TDSB Partnership School Support Program Autism Spectrum Disorder (Surrey Place Centre) In the fall of 2004, the TDSB formalized a partnership and working agreement with Surrey Place Centre Lead Agency, to participate in the Ministry of Children and Youth Services initiative School Support Program Autism Spectrum Disorder (ASD). Guidelines for this program were developed in collaboration with the Ministry of Education. This partnership provides enhanced services to support students with Autism Spectrum Disorder. The shared purpose of the partnership is to continually build capacity within the TDSB by enhancing existing supports in schools for students with an Autism Spectrum Disorder. ASD Consultants hired through Surrey Place Centre provide training and consultative services to Board staff, based on needs identified by the School Board. Training delivered to schools includes the identification, development, and sharing of resource materials and strategies. ASD Consultants do not provide services directly to students or maintain case files on students with an ASD. Access to this service is through the ASD Team. 68

Behaviour Regional Services (BRS) Team The Behaviour Regional Services (BRS) Team is one of five regional services provided by the Special Education Department. It is a centrally coordinated, multi-disciplinary team, which offers specialized services to schools in the area of behaviour assessment, intervention and support, beyond the general support provided by the Special Education Consultant. The composition of the BRS Team includes teachers, CYWs, psychologists and social workers. The multi-disciplinary nature of the team allows for greater depth of understanding and the skilful management of complex cases. While the main focus of the BRS Team is to help schools improve their delivery of behavioural supports for at-risk and high-risk students, it also provides service for clusters of students in small groups to help develop particular social or self-management skills. Families, parents/guardians are also included in the services available from the team. Every school in the TDSB has equal access to this team through a centralized referral process. Access to the BRS Team s services: Begins with the Special Education Consultant and the SST process at the local school, including a review of what supports and resources are already available in the school. a review of the IEP to ensure that appropriate accommodations and teaching strategies are being used Requires consensus that the concerns require skills beyond what the school is able to manage with local school-based supports, Is requested on-line (The link to the Access to Regional Services Request form is found on the Special Education website.) Is forwarded automatically to the Special Education Vice Principals for review with the Family of Schools Special Education Team to determine best next steps, and if confirmed, is referred by the Special Education VP to the BRS Team Central Coordinator for assignment On a referral basis, the BRS Team works with every age and grade level of student, from Kindergarten to grade 12. The Team provides a continuum of services, from professional learning presentations on general preventative strategies, to specifically targeted assessment and intervention strategies for individual students, always in collaboration with school staff and with parent/guardian consent. See Appendix C (6) for a copy of the BRS Team Consent Form. The team implements the methods of Applied Behaviour Analysis and will model these practices in the classroom, in order to help the adults who work with these students increase their ability to use the methods themselves. For high-risk students whose intense needs require specific interventions for safe management, the team will work with staff to carry out a functional assessment of behaviour, and develop an appropriate Safety Plan. In addition to providing specific individual student-centred strategies, the team seeks to assist schools in re-engineering their classroom environments to more effectively support, teach and reinforce positive, pro-social behaviours in general. BRS Team members promote the methods of Positive Behaviour Supports. In brief, this is an approach to behaviour that is data-driven and relies on collaboration of all staff to provide a continuum of support with two main goals: 1) preventing the development or the escalation of problem behaviours and 2) teaching and reinforcing appropriate school learning and social behaviours across all school settings. Some Specific Supports provided by the BRS Team, in collaboration with school staff: Observe the student at school and review the OSR Consult with teaching and other staff and parent/guardian Analyze behavioural data gathered by staff 69

Recommend any environmental changes required to reduce undesired behaviour Identify appropriate replacement behaviour; skills that need to be taught Facilitate the development of alternate programming for intra/inter-personal skills in the IEP (e.g.: appropriate accommodations, goals, expectations, strategies and on-going assessments) Assist with development of Safety Plans Help staff design positive reinforcement systems Team teach in conjunction with the classroom staff; model recommended strategies in the classroom Assist staff in completing a functional assessment of behaviour (and the appropriate use of the ABC/Data Recording Chart/Behaviour Log) Provide transition support (for complex cases and when the student moves from one school or setting to another) Deliver professional learning sessions on topics related to behavioural challenges Support parents/guardians or family in understanding what factors are contributing to the behaviour challenges, interpreting professional assessments, developing transition plans; accessing community supports Provide small group sessions on various topics (Social and School/Life Skills, Anger, Anxiety or Stress Management, Healthy Relationships) Practise Life-Space-Intervention with students, and coach them to perform or adopt a new replacement behaviour Facilitate access to community agencies, if appropriate and if the family so desires Deliver training and support for school staff in the development of classroom and school-wide Positive Behaviour Supports Blind and Low Vision Itinerant Support School staff may request access to Blind/Low Vision support services for students who are visually impaired. For more information about these services, please refer to page 65. Deaf and Hard of Hearing Itinerant Support When school staff have a concern or become aware that a student may have a hearing deficit, the SST may request access to Deaf and Hard of Hearing support services. For more information about these services, please refer to page 61. Low Incidence Referrals A request for Low Incidence (LI) support is usually made when there are questions around the physical and/or alternative curriculum needs of a student with a physical disability and/or a developmental disability. A Low Incidence request accesses LI Consultants, who carry out observations to provide greater clarity around questions of needed support. They are able to help schools with strategies, provide input to help with program recommendations and liaise with families and community supports. 70

The Staff Allocation/Staffing Process Background Each year, between November and the middle of March, Special Education undertakes to align special education resources with the wide range of student special needs across the Toronto District School Board (TDSB). Alignment decisions are made in the form of programs, supported by the allocation of staff who will work within those programs. Needs are determined through Identification, Placement, and Review Committees (IPRCs) decisions, recommendations from Special Education Program Recommendation Committees (SEPRCs), and needs assessment resulting from the work of School Support Teams and in Individual Education Plans (IEPs). During January and February, central special education staff members consult with superintendents of education who, in turn, confer with their principals to determine appropriate sites for programs. In March, principals are told which intensive support programs (ISPs) they will be receiving because they have been moved or a new program has been created and how many staff they will have in each program. Principals are also told if a program is moving to another location or if it is being closed. Opening a New Intensive Support Program (ISP) in a School New programs are opened in schools for the following reasons: There are a number of students close to the school who require the program Access to this program has never been available to parents in their area or region Space is available to accommodate the program and any future growth There are supports within the school, which will benefit the students and staff in the ISP (e.g., it is beneficial to cluster two or more ISPs with the same exceptionality in the school so that the staff can work collaboratively) If a new program is being created at a school, the principal will be told the name of the program and the type and number of staff that will be allocated to the program. The names of staff who will be working within the program will not be available until staffing models are completed, current staff members are given assignments for the following year, surplus staff is placed and/or vacancies are advertised and filled. Principals know the dates when they can advertise and interview for positions and can share them with parents. Moving an Intensive Support Program from One School to Another Programs are moved for several reasons: There are no longer enough students requiring an ISP in that area to sustain the program Preference is given to clustering two or more ISPs with the same exceptionality within a school so that staff can work collaboratively Principals whose programs are moving are usually told in March where the program is moving, and they then inform parents/guardians of students in the program. While the majority of students frequently move with the program, the current students may or may not learn if they are moving with the program until offers of program and location are made later in the year. Principals who are receiving the programs inform their parent body which program(s) they will be receiving. Support staff members who have worked 71

in the program that is moving have the option of moving with the program. If they choose not to move with the program, then vacancies are filled through the processes contained in the collective agreement. Closing an Intensive Support Program Programs are closed in a school because: There are no students or only one or two students, who require the program There are no new students who live close enough to come to the program and fill it In most cases, the teachers and support staff who taught in the closed program are staff members who are assigned to the school. The decision as to whether the staff who taught in the program will stay in the school, depends on whether the same number of staff is required for the following year and the seniority of the staff in question. Principals know more about their staffing situation by mid-april. Allocation of Special Needs Assistance Support Staff such as Educational Assistants, Child and Youth Workers, Sign Language Facilitators, Deaf/Blind Intervenors, Noon Hour Assistants and Lunchroom Assistants are allocated at the same time as teachers are allocated. Special Needs Assistance is allocated at the beginning of June. Special Needs Assistance is allocated to a school to assist teachers who have students with special needs, who are high risk (with special safety and/or medical needs) in their classes. Such needs present a constant, immediate and extreme risk to the students and/or others. Special Needs Assistance is assigned to the school, not to an individual student. The school principal uses the allocation to provide additional in-class assistance for regular or special-needs classroom teachers where high-risk students are present. The allocation to a school is determined by: The presence and number of students in the school with the above described high risk needs The additional resources already available in the school The application of appropriate Individual Education Plan programming to try to address needs The decision to request Special Needs Assistance is made after student needs have been discussed at a School Support Team. The special education consultant should be involved in these discussions. A school s request for SNA support is made through an online application process. Principals are asked to complete the online application form and provide an Individual Learning Plan for each student for whom there are safety concerns. The requests are submitted to the regional special education staff for consideration. All requests are filed in the regional special education office and a copy is placed in the appropriate Ontario Student Record (OSR). Parents/Guardians are not required to fill out the form but they are entitled to see it if they choose. Special Needs Assistance is a finite resource. All requests for Special Needs Assistance are reviewed to determine the degree to which the support is warranted, and allocation is based on the profile of needs. When requests for SNA support are received, regional special education staff (including consultants and coordinators) gathers data from all the schools requesting support, to ascertain the profile of medical and safety needs of the children. In each instance, staff reviews the strategies in place to support the child and existing resources already available in the school, to determine the level of SNA support required. The Regional Supervising Principal of Special Education reviews the assessed needs of each school in the region, and with a budgetted number of SNAs to distribute, allocates support to schools. Since student needs vary among individuals and will vary throughout the day, the SNA assignment is adjusted 72

by the school principal throughout the instructional period of the day. Adjustments depend on the needs present and the resources available. Each region has a small number of Unassigned Special Needs Assistants who are assigned to schools on a temporary basis to support students during specific transition periods. These SNAs are assigned to schools by the Supervising Principal for a minimum of one week. Throughout the school year, the regional special education staff monitor school needs and the appropriate use of SNAs. It is expected that as schools implement effective supportive strategies, some students will require a reduced level of SNA support over time, but acknowledged that others may need continued support for longer periods. Annually, as region and school needs change, SNAs are reallocated to respond to those needs. Employee Services follows collective agreement provisions to place staff in the allocations. 73

Special Education, Section Programs and Student Support Services Chief Academic Officer Special Education, Section Programs & Student Support Services Oversees all procedures, policies, and initiatives within Special Education and Section Programs Overseas all procedures, policies and initiatives with Professional Support Services, Caring and Safe Schools, Health and Mental Wellbeing and Community Use of Schools and Priority Schools Initiative Responsible for the development, implementation, tracking and monitoring of the special education component of the Board Improvement Plan Oversees staff allocation process Provides monthly reports to the Special Education Advisory Committee (SEAC) Responds to and supports SEAC members to carry out their role as a statutory committee that advises the Board on matters related to special education Oversees Special Equipment Allocation (SEA) and Special Incidence Portion (SIP) processes Oversees allocation of all non-discretionary and discretionary budgets for Special Education and Section Programs Oversees, coordinates and reviews Business Practices, Department Plan, Key commitments, and department messages Liaises with the Ministry of Education with regard to initiatives, directions, Ministry funding, policies and procedures Responds to Trustees questions, concerns and suggestions Participates in various system-wide committees A synopsis of the department administrative structure is provided in chart form on the next page. 74

Special Education, Section Programs & Professional Support Services Department Administrative Structure Chief Academic Officer Special Education, Section Programs & Student Support Services Senior Manager Professional Support Services System Superintendent Special Education & Section Programs Psychological Services Chiefs of Psychological Services Psychologists Psychological Associates Psychoeducational Consultants Social Work and Attendance Services Chiefs of Social Work and Attendance Services Social Workers Attendance Counsellors Child and Youth Services Chiefs of Child and Youth Services Child and Youth Workers Child and Youth Counsellors Speech-Language Pathology Services Chiefs of Speech-Language Pathology Services Speech-Language Pathologists Occupational Therapy and Physiotherapy (OT/PT) Services Chief of OT / PT Services Physiotherapists/Occupational Therapists Section 23 Programs Central Coordinating Principal Vice Principals Central Coordinator Central Coordinating Principal Special Education and Section Programs Secondary Consultants Regional Special Education Services East/West Regional Supervising Principals Regional Vice Principals Central Coordinator Deaf/Hard of Hearing Central Coordinator Blind/Low Vision Regional Exceptionality Coordinators FOS Consultants Low Incidence Consultants Autism Services Central Coordinator Autism Spectrum Disorders Team Behavioural Services Central Coordinator Behaviour Regional Services Team Processes, Practices, Procedures (SEA/SIP) Central Coordinator SEA Team Professional Learning Central Coordinator 75

Special Education and Section 23 Programs Staff The following outlines the role descriptions for centrally assigned educational personnel, who are available to provide assistance to schools in teaching students with special needs and students with exceptionalities. System Superintendent Special Education and Section Programs: Ensures implementation of the Special Education Report Responsible for the development, implementation, tracking and monitoring of the Special Education component of the Board Improvement Plan Provides leadership in fostering equity and inclusiveness in the development and implementation of programs and services Works with the Central Coordinating Principal and Supervising Principals to build capacity and maintain consistency across the system Collaborates in developing, implementing and communicating exemplary delivery standards for all special education programs and services Facilitates exemplary practices in assessment and instructional strategies, using evidence-based research and current best practices Has leadership of staff allocation process Liaises with Employee Services about staff-allocation and emergent staffing issues Oversees development, implementation, and review of secondary and elementary initiatives across the TDSB Provides leadership in the co-ordination of Individual Education Plans (IEPs) and Identification, Placement and Review Committee (IPRC) processes Provides intensive support to the Central Coordinating Principal, Supervising Principals and Special Education Coordinators Oversees development, implementation, and review of Ministry and departmental initiatives, processes, policies, and procedures Supports the Coordinator of Autism Services and oversees the delivery of services across the TDSB Supports the Coordinator of Behavioural Services and oversees the delivery of services across the TDSB Supports the Coordinator of Professional Learning in the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students Supports secondary school initiatives and priorities Provides monthly reports to the Special Education Advisory Committee (SEAC) Responds to and supports SEAC members to carry out their role as a statutory committee that advises the Board on matters related to special education Maintains discretionary and non-discretionary Special Education budget Oversees Department processes related to and requests for Special Education Appeal Boards and complete follow-up processes involving Board reports to trustees 76

Oversees Department processes related to and requests for Special Education Tribunals and Ontario Human Rights Tribunals and complete follow-up processes Liaises with Professional Support Services to maintain alignment with the Special Education Report and to develop, implement, and review relevant policies, procedures, and initiatives Liaises with the Ministry of Education with regard to initiatives, directions, Ministry funding, policies, and procedures Participates in various system-wide and external committees Principals Central Coordinating Principal Special Education and Section Programs Provides direct leadership in the implementation of the TDSB Special Education Report Provides direct leadership in the implementation of the Special Education component of the Board Improvement Plan Provides leadership in the annual staff allocation process as related to the provision of special education programs and services using data-informed decision-making Develops, implements and provides effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students with special needs Supports the decision-making, data-gathering, analysis, prioritization and solution design related to the SAP CRM web-based application of the Individual Education Plans (IEPs) and Identification, Placement and Review Committee (IPRC) process Effectively deploys and manages special education staff and resources to schools Provides support and leadership in the development and implementation of staff development initiatives and professional learning for central department staff and school-based staff Provides support and leadership in Ministry of Education initiatives Assists the System Superintendent Special Education and Section Programs in reporting to the Board and the Ministry of Education as required Collaborates on an on-going basis with regional Special Education staff and other staff in the regions and the system to ensure that services and programs are responsive to the needs of students, schools, families and communities Provides leadership for the special education leadership team of Co-ordinators and Consultants Provides leadership for a team of Exceptionality Co-ordinators Provides support and supervision to the Central Co-ordinators for Autism, Behaviour, Assistive Technology (SEA/SIP) and Professional Learning Provides expertise, leadership, and coordination in the development and delivery of Secondary Special Education programs, services, and professional development Liaises with appropriate Ministry staff regarding new and ongoing secondary special education initiatives Responds to critical issues and concerns related to special education; Maintains effective budget control and fiscal management 77

Collaborates with staff from Student Information Systems, IT Knowledge Systems and Research and Information Services to ensure compliance of special education data for Ministry reporting requirements and to develop monitoring practices that enhance the gathering and reporting of accurate data Enhances opportunities for parent engagement to improve understanding of special education programs and services within the Board Participates in meetings with parents, schools, and communities to further an understanding of special education services Represents the Special Education Department on a number of Board committees and with community partners Attends a range of meetings within and outside the Board as required Works in collaboration with the Special Education Advisory Committee (SEAC) Central Coordinating Principal Section Programs Provides leadership in fostering equity and inclusiveness in the development and implementation of programs and services to elementary and secondary schools and TDSB Co-ordinates the development and implementation of programs and services using data-informed decision-making Ensures that program and service standards are developed and adhered to and that Section-wide consistency and co-ordination is maintained in the delivery of exemplary programs Facilitates exemplary practices in assessment and instructional strategies, based upon evidencebased research and current best practices Oversees tracking and monitoring of student achievement Oversees co-ordination of Individual Education Plans (IEPs) and Identification, Placement and Review Committee processes Ensures effective transition processes for students entering or exiting Section 23 programs by aligning with TDSB system goals for student success in collaboration with Toronto District School Board staff Leads, supervises, evaluates and collaborates with the Section 23 elementary and secondary viceprincipals, chairs, assistant curriculum leaders, coordinator, office supervisor and office assistants Provides leadership related to effective networking opportunities and Professional Learning to build capacity for Section 23 staff, guided by the TDSB System Standards for Professional Learning in response to the needs of Section 23 staff and their students Oversees all operational procedures associated with the Toronto District Secondary School (TDSS) and the Toronto District Elementary School (TDES) such as grade reporting, staffing, timetabling of students and teachers, teacher performance appraisals, staff discipline processes, teacher absence, curriculum and program development, budget, deployment of resources, etc. Organizes and supervises annual Section 23 Summer School Participates in Family of Schools/Special Education/TDSB initiatives to promote staff development and student achievement Participates in meetings with Superintendents of Education, Trustees, school communities and other central departments to further the understanding of excellence in teaching and engaged learning for students 78

Negotiates and supports the Memorandum of Understanding between the TDSB and specific agencies under the mandate of the Ministry of Education (MOE) for non-resident pupils Liaises and collaborates with TDSB staff, outside agencies and government ministries who support the Care and Treatment component for students in Section 23 programs to promote student wellbeing and achievement Liaises with the Ontario administrators Association for Care, Treatment, Custody and Corrections (CTCC) in order to improve staff/administrator effectiveness through research into best practices Assists senior staff in providing reports to the Board, MOE and Special Education Advisory Committee (SEAC) Other duties as assigned Supervising Principals Regional Special Education Services (East / West): Within the region: Supervises and provides leadership for special education region leadership team of coordinators and consultants, including those associated with the Blind/Low Vision programs and/or Deaf/Hard of Hearing programs Collaborates in developing, implementing, and communicating delivery standards for all special education services Responsible for the development, implementation, tracking and monitoring of the Special Education component of the Board Improvement Plan within a region Collaborates on an ongoing basis with other School Services staff in the region and system to ensure that services and programs are responsive to the needs of students, schools, families, and communities Provides direct leadership in the implementation of the Special Education Report Organizes all aspects of the IPRC process, consistent with relevant legislation and the TDSB Special Education Report Effectively deploys and manages special education staff and resources to schools and Families of Schools Administers all aspects of staffing to schools as related to the provision of special education services Provides leadership in the development and implementation of staff development initiatives Provides leadership in Ministry of Education initiatives Assists the System Superintendent Special Education in reporting to the Board and the Ministry of Education, as required Maintains effective budget control and fiscal management Attends a range of meetings within and outside the Board, as required Participates in meetings with parent(s)/guardian(s), schools, and communities to further an understanding of special education services Works in collaboration with the Special Education Advisory Committee (SEAC) 79

Vice Principals Vice Principals Regional Special Education Services (East / West): Within the region: Supervises and provides leadership for special education region leadership team of coordinators and consultants Collaborates in developing, implementing, and communicating delivery standards for all special education services Assists the supervising principal with the development, implementation, tracking and monitoring of the Special Education component of the Board Improvement Plan within a region Supports the implementation of the Special Education component of the Board Improvement Plan Collaborates on an ongoing basis with other School Services staff in the region and system to ensure that services and programs are responsive to the needs of students, schools, families, and communities Facilitates the implementation of the Special Education Report Supports the deployment and management of special education staff and resources to schools and Families of Schools Administers all aspects of staffing to schools as related to the provision of special education services Responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students Provides leadership in Ministry of Education initiatives Assists the Senior Superintendent Special Education in reporting to the Board and the Ministry of Education, as required Attends a range of meetings within and outside the Board, as required Participates in meetings with parents/guardians, schools, and communities to further an understanding of special education services Works in collaboration with the Special Education Advisory Committee (SEAC) Vice Principal Section Programs - Elementary Provides leadership in fostering equity and inclusiveness in the development and implementation of programs and services Works in collaboration with the Central Co-ordinating Principal (CCP) and members of the Administrative Team to provide instructional leadership and build teacher capacity In collaboration with the liaison team, and under the direction of the CCP supports teachers in the geographically disparately located sites Understands and supports the Memorandums of Understanding between TDSB and the Agency Partners Supports the nuances of shared governance both at the classroom level and the Agency/Ministry level and work to strengthen the partnerships Has comprehensive knowledge of the Special Education Report for the TDSB 80

Facilitates the development and implementation of the IEP as the educational plan for Section 23; Ensures the integrity of the IPRC process Uses a team approach to develop a vision for and to support the transition of students to and from Section 23 to the most appropriate placement Harnesses current Information Technology (IT) to promote equitable access to the curriculum Advances the use of a wide variety of assistive technology Works effectively with parents and families who have need of agency interventions Promotes the use of IT for intra-school communication amongst staff Works collaboratively as needed with the Ministry of Education, Ministry of Children and Youth, Ministry of Youth Justice and Ministry of Health (Mental Health specifically) Liaises with the other team members to provide direction to the office administrators in support of the disparately located programs and teachers Demonstrates understanding of data driven instructional leadership promoting high-yield researchbased instructional strategies Oversees teacher absence reporting Completes Teacher Performance Appraisals and be responsible for ongoing supervision of teachers Ensures that evidence-based best practices are being implemented at each site Advocates on behalf of students served through Section 23 Programs Participates in the Ontario Administrators Organization for CTCC Supports the Ministry Monitoring process Performs all duties associated with the role of Vice-Principal as directed and delegated by the CCP Establishes and supports professional learning communities, professional development and mentoring Vice Principal Section Programs Secondary Provides leadership in fostering equity and inclusiveness in the development and implementation of programs and services Works in collaboration with the Central Co-ordinating Principal (CCP) and members of the Administrative Team to provide instructional leadership and build teacher capacity Works effectively with parents and families who have need of agency intervention Uses a team approach to develop a vision for and to support the transition of students to and from Section 23 to the most appropriate placement Supports the Memorandums of Understanding between TDSB and the Agency Partners Demonstrates understanding of data driven instructional leadership promoting high-yield researchbased instructional strategies Advocates on behalf of students served through Section 23 Programs Promotes the use of assistive technology to further equitable access to the curriculum Advances the use of information technology for intra-school communication amongst staff Manages and supervises the grade reporting process 81

Manages and supervises the development and implementation of students I.E.P.s Ensures the integrity of the IPRC process Oversees teacher absence reporting Completes Teacher Performance Appraisals and is responsible for ongoing supervision of teachers Establishes and supports professional learning communities, professional development and mentoring Supports the Ministry Monitoring process Participates in FOS/Special Education initiatives for system-wide alternative learning (e.g. Credit Recovery) Liaises with team members to provide direction to the office administrators in support of the disparately located programs and teachers Ensures that evidence-based best practices are being implemented at each site Works collaboratively as needed with the Ministry of Education, Ministry of Children and Youth, Ministry of Youth Justice and Ministry of Health (Mental Health specifically) Participates in Ontario Administrators Organization for CTCC Supports the nuances of shared governance both at the classroom level and the Agency/Ministry level and works to strengthen the partnerships Performs all duties associated with the role of Vice-Principal as directed and delegated by the CCP Coordinators Central Coordinator Autism Services: Acts as an expert resource to TDSB administrators, school staff, parents/guardians and the community Supports the implementation of the Special Education component of the Board Improvement Plan Is responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students Liaises with other educational authorities and community agencies in response to program and service delivery needs within the Education Offices Coordinates the review, development, and implementation of current and identified special education processes and practices, in keeping with the needs-based focus of the Special Education Report Liaises with Consultants/Co-ordinators/Supervising Principals in the regions to ensure the effective implementation of Autism Services; Provides expertise in programming for students with ASD needs, based on current research and best practices Coordinates services within the Connections Initiative for students with autism Fulfills specific TDSB-wide special education operational responsibilities, as assigned by the Senior Superintendent Special Education Coordinates the development and implementation of programs and services for students with ASD in elementary and secondary schools 82

Ensures that program and service standards are developed and adhered to, and that TDSB-wide consistency and coordination are maintained in the delivery of special education programs and services Coordinates services within the Autism Services Team Liaises with TDSB School Services to coordinate service practices with respect to instruction and assessment/evaluation for students with exceptional needs Provides leadership in TDSB elementary/secondary IEP development, transition planning, and quality assurance procedures Develops and implements relevant data management and research processes Provides central coordination for special projects/initiatives (e.g., research projects) Central Coordinator Behavioural Services: Acts as an expert resource to TDSB administrators, school staff, parents/guardians and the community Supports the implementation of the Special Education component of the Board Improvement Plan Is responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students Liaises with other educational authorities and community agencies in response to program and service delivery needs within the Education Offices Coordinates the review, development, and implementation of current and identified special education processes and practices, in keeping with the needs-based focus of the Special Education Report Fulfills specific TDSB-wide special education operational responsibilities, as assigned by the Senior Superintendent Special Education Coordinates the development and implementation of programs and services for students with behavioural challenges in elementary and secondary schools Provides expertise in programming for students with behavioural challenges, based on current research and best practices Coordinates services within the Itinerant Behavioural Services Teams Liaises with Consultants/Co-ordinators/Supervising Principals in the regions to ensure the effective implementation of Behavioural Services Ensures that program and service standards are developed and adhered to, and that TDSB-wide consistency and coordination are maintained in the delivery of special education programs and services Liaises with TDSB School Services to coordinate service practices with respect to instruction and assessment/evaluation for students with exceptional needs Provides leadership in TDSB elementary/secondary IEP development, transition planning, and quality assurance procedures Develops and implements relevant data management and research processes Provides central coordination for special projects/initiatives (e.g., research projects) 83

Central Coordinator Processes, Practices and Procedures (SEA/SIP): Acts as an expert resource to TDSB administrators, school staff, parents/guardians and the community Supports the implementation of the Special Education component of the Board Improvement Plan Is responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students Liaises with other educational authorities and community agencies in response to program and service delivery needs within the Education Offices Coordinates the review, development, and implementation of current and identified special education processes and practices, in keeping with the needs-based focus of the Special Education Report Fulfills specific TDSB-wide special education operational responsibilities, as assigned by the Senior Superintendent Special Education Liaises with Consultants/Co-ordinators/Supervising Principals in the regions to ensure the effective implementation of SEA (assistive technology) and SIP Ensures that program and service standards are developed and adhered to, and that TDSB-wide consistency and coordination are maintained in the delivery of special education programs and services Liaises with TDSB School Services to coordinate service practices with respect to instruction and assessment/evaluation for students with exceptional needs Provides leadership in TDSB elementary/secondary IEP development, transition planning, and quality assurance procedures Develops and implements relevant data management and research processes Provides central coordination for special projects/initiatives (e.g., research projects) Central Coordinator Professional Learning: Is responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students Supports the implementation of the Special Education component of the Board Improvement Plan Acts as an expert resource to TDSB administrators, school staff, parents/guardians and the community Builds system capacity by working collaboratively with providers of professional learning across TDSB Departments to ensure the consistent use of professional learning strategies across the system Contributes to the development and analysis of an evaluation process for Department professional learning initiatives Liaises with other educational authorities and community agencies in response to program and service delivery needs within the Education Offices Coordinates the review, development, and implementation of current and identified special education processes and practices, in keeping with the needs-based focus of the Special Education Report 84

Fulfills specific TDSB-wide special education operational responsibilities, as assigned by the Senior Superintendent Special Education Liaises with Consultants/Co-ordinators/Supervising Principals in the regions to ensure the effective implementation of professional learning practices Ensures that professional learning standards are adhered to in the development and delivery of professional learning sessions Provides leadership in TDSB elementary/secondary IEP development, transition planning, and quality assurance procedures Develops and implements relevant data management and research processes Provides central coordination for special projects/initiatives (e.g., research projects) Regional Exceptionality Coordinators Behaviour, Communication, Intellectual, Low Incidence: Within each region, Special Education Program Coordinators each assume responsibility for one of the following exceptionalities: Behaviour: Communication: Intellectual: Low Incidence: Behaviour Autism, Learning Disability, Language Impairment, Speech Impairment Gifted, Mild Intellectual Disability Developmental Disability, Physical Disability Within the region for their exceptionality, Program Coordinators: Provide leadership as part of the regional special education team Act as expert resource to principals, school staffs, school support teams, special education staff, and instructional leaders, teachers, and parents/guardians Within the scope of the TDSB Special Education Report, coordinate the development and implementation of programs and services for a region Ensure that program and service standards are developed and adhered to, and that TDSB-wide consistency and coordination is maintained in the delivery of special education programs and services Support the implementation of the Special Education component of the Board Improvement Plan Responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their student In collaboration with the quadrant Support Services department, ensure that student records and information comply with Ministry requirements Provide expertise in programming for specific exceptional needs, based on current research and best practices Coordinate the IPRC process within a region Liaise with Support Services with respect to assessment needs and ongoing support services Liaise, in the case of Behaviour and Low Incidence Coordinators, with Section 23, including transition IPRCs Develop and implement professional development in response to system needs 85

Liaise with other educational authorities and community agencies in response to program and service delivery needs within the region Support the region Supervising Principal of Special Education in budget and staff allocation and any other duties assigned Support the region Supervising Principal of Special Education in the staffing process Place students into Intensive Support Programs System-Wide Coordinators Deaf and Hard of Hearing, Blind / Low Vision: Coordinate the development and implementation of programs and services for Deaf and Hard of Hearing, Blind/Low Vision, and deafblind students in elementary and secondary schools Ensure that Ministry of Education program and service standards are developed and adhered to, and that TDSB-wide consistency and coordination are maintained in the delivery of special education programs and services for students who are Deaf and Hard of Hearing and/or students who are Blind/Low Vision. Support the implementation of the Special Education component of the Board Improvement Plan Responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students Act as expert resources and support to TDSB administrators, central and regional staff, school staff, parents/guardians and the community with respect to needs of students who are Blind/Low Vision, Deaf and Hard of Hearing, and deafblind. Liaise with Support Services with respect to assessment needs and ongoing support services Provide program-related leadership and expertise to staff Liaise with other educational authorities, provincial schools, and community agencies in response to program and service delivery needs Conduct assessments on referred students, and consult with special education staff, principals, teachers, and parents/guardians regarding possible placements Coordinate supports to identified students in conjunction with other School Services staff within the region and centrally Develop and implement professional development programs for staff working in the programs Coordinate all aspects of Special Education Equipment Funding claims Participate in the interview/selection process of qualified teachers and support staff Consultants Regional Special Education Consultants Family of Schools: Within the scope of the TDSB Special Education Report, provide consultative support for special education programs and services within a Family of Schools Facilitate the delivery of special education programs and services that meet standards developed by the TDSB Support the implementation of the Special Education component of the Board Improvement Plan 86

Responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students Support and collaborate with both special education and regular class teachers in the development and monitoring of IEPs to meet the needs of students with exceptionalities Act as resources to principals, school staffs, school support teams, special education staff and instructional leaders, teachers, and parents/guardians within a Family of Schools. Support the School Support Team in the Early and Ongoing Identification of the needs of students with exceptionalities within a Family of Schools Support the School Support Team in the process of referring students to the Identification, Placement, and Review Committee (IPRC) Maintain data on special education programs and services within a Family of Schools Support professional development initiatives In consultation with the Special Education Program Coordinators, provide in-services within a region and Family of Schools Act as resource personnel to school staff with regard to processing and tracking SEA claims (Specialized Equipment Amount) and SIP (Special Incidence Portion) claims Assist with other department initiatives as assigned, in collaboration with coordinators, supervising principals, and lead principal Regional Special Education Consultants Low Incidence: Within the region: Provide consultative support to students and teachers in Low Incidence Programs (students, their parents/guardians, teachers, support staff, administrators) on a referral basis or as assigned by the Low Incidence Coordinators Support the implementation of the Special Education component of the Board Improvement Plan Responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students Attend selected IPRC reviews for students in Low Incidence classes, particularly supporting students who may be moving to new locations and their parents/guardians Attend selected reviews for students in Low Incidence classes, particularly supporting students (and their parents/guardians who may be moving to new locations Facilitate intake of students from specialized daycares/preschools to assist in the preschool-to-school transition Provide appropriate orientation and support to teachers new to Low Incidence programs on a referral basis Support regional Low Incidence initiatives Barrier Free, Low Incidence Professional Development, Projections and Placements Support regional Initiatives (e.g., MART in-services, Summer Institutes) Provide support for transition planning for students in Low Incidence Programs 87

Collaborate with Experiential Learning and Low Incidence Team and Physiotherapy/Occupational Therapy, Speech-Language Consultants assigned to the Low Incidence programs Maintain relationships with outside agencies and other programs that provide social, clinical, and/or medical support for student with Low Incidence needs and their parents/guardians (e.g., attending intake, discharge, and other parents/guardians meetings with outside agencies) Participate in duties as assigned by the Supervising Principal and the Low Incidence Coordinators (including Specialized Equipment Amount claims, SIP claims, support to school staff, including SNAs) Liaise with Regional ASD Teams Liaise with Behaviour Regional Services (BRS) Teams Special Education Consultants ASD Team Provide leadership in fostering equity and inclusiveness in the development and implementation of programs Support and collaborate with both Special Education and regular class teachers in the development and monitoring of Individual Education Plans and Transition Plans to meet the needs of students with an ASD Act as a resource to principals, school staffs, school support teams, special education staff, instructional leaders, teachers and parents Collaborate with Toronto Partnership for Autism Services (TPAS) and other IBI service providers in the transition of students receiving IBI services Collaborate with the Central Coordinator, Autism Services and the School Support Program ASD (Surrey Place Centre) in the identification of training and resource requirements within the TDSB Monitor and maintain a database of students with an ASD, including those transitioning into the TDSB Support other members of the ASD team Provide direct service including modeling strategies with students, demonstrating how to use resources or implementing suggestions offered to teachers Liaise with parents throughout the process of a referral Participate in and deliver professional development activities Other duties as assigned Special Education Consultant Assistive Technology (SEA) Acts as an expert resource and provide training as necessary to the principals, staff, school support teams, special education staff, instructional leaders, teachers and parents about the SEA and SIP processes Audits and completes SEA and SIP application packages to meet Ministry standards and participate in Ministry audits Provides leadership in fostering equity and inclusiveness in the development and implementation of programs Supports the implementation of the Special Education component of the Board Improvement Plan 88

Supports SEA and SIP processes by ensuring appropriate data is collected for Ministry and maintained on SAP Works together with Central Coordinator responsible for SEA/SIP and Assistive Technicians as a member of a team Supports and promotes initiatives through social media Works alone or in collaboration with other staff to implement & provide effective Professional Learning and training, guided by the TDSB System Standards for Professional Learning, to support systemwide specific initiatives, assist staff in incorporating assistive technology in their teaching methods, and to educate students and staff on the software programs in order that students are able to access the curriculum and meet the goals set out by the IEP Aids teachers in development of IEPs to reflect use of assistive technology for SEA claims and behaviour management strategies for SIP claims Supports the implementation of Read and Write across TDSB and other initiatives supported by the SEA claim process, i.e. Ministry software, Interactive whiteboards and/or other initiatives Provides professional development support for parents re assistive technology software via online resources and workshops throughout the year Maintains a central database and records, including student achievement data to assist in assessing the effectiveness of specific initiatives Other duties as assigned Special Education Consultants Secondary Within the scope of the TDSB Special Education Report, provide consultative support for special education programs and services within targeted secondary schools across the region with a focus on improving student achievement; Provide expertise and co-ordination in the development and delivery of Special Education programs and services at the secondary level that meet standards developed by the TDSB Support the implementation of the Special Education component of the Board Improvement Plan within the secondary panel Develop, implement and provide effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their secondary students with special needs Special Education Itinerant Teachers Special Education Itinerant Teacher Behaviour (Elementary and Secondary) Support staff, in both regular and special education classes, in the development and implementation of a range of programming interventions, strategies and resources that address the needs of students with behavioural challenges; Write reports to document recommended interventions, strategies and resources; Work as part of a multi-disciplinary team to promote positive behaviour support strategies that enhance student understanding of the school environment and its expectations; Support and collaborate with teachers in the development, implementation, and monitoring of Individual Education Plans (with alternative program for intra/inter personal skills), Safety Plans, ABC 89

Data Recording Charts/Behaviour Logs, functional behaviour approaches and procedures related to PR 699; Support and collaborate with teachers in the collection and analysis of data to support student success; As a member of the Behavioural Regional Services Team, meet on a defined schedule throughout the school year to plan, develop and promote best practices; Collect and analyze regional data to determine system needs and trends for students with behavioural challenges; Develop, implement and provide effective professional learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students with behavioural challenges; Support the implementation of the Special Education component of the Board Improvement Plan; Partner with TDSB staff, parents/guardians and appropriate community services in ongoing program development, implementation and evaluation; Provide leadership in fostering equity and inclusiveness in the development and implementation of programs and services; Communicate as necessary with the teacher(s) and parent/guardian/caregiver with respect to students behaviour support plans; Provide expertise in programming and assessment for students with behavioural challenges through mentoring, demonstration, and the provision of professional learning opportunities; Participate in the prioritization of referrals and management of complex cases; Attend training and professional learning sessions commensurate with the role; In secondary schools, support the implementation of Focus on Success programs Other duties as assigned Special Education Itinerant Teacher Assistive Technology (SEA) Within the scope of the TDSB Special Education Plan, the Itinerant Teacher for Assistive Technology will work at an assigned location to: Provide support in all aspects of implementing projects involving assistive technology; this can include consulting with the school regarding hardware, software and training needs, planning the use of technology in the school, providing one to one support to students and teachers to incorporate technology into teaching and learning, and follow up on an ongoing basis Provide direct modelling, job imbedded PD and coaching to teachers and students in using assistive technology on an ongoing basis (i.e. Ministry software, SEA software, interactive whiteboards and /or new projects being explored for students in Special Education) Work alone or in collaboration with other staff to implement and provide effective Professional Learning and training, guided by the TDSB System Standards for Professional Learning, regarding system initiatives and assistive technology to Central Staff and Board Administrators (this can include Beginning Teacher institutes) Aid teachers in the development of IEPs to reflect the use of assistive technology for SEA claims Assist teachers in the development of SEA claims and completing application packages for Ministry audit 90

Support teachers in using assistive technology with students in order that they are able to access the curriculum and meet the goals set out by the IEP Act as an expert resource to principals, school staff, school support teams, special education staff and instructional leaders, teachers and parents to provide the latest information and research Attend Ministry and TDSB sponsored PD to be aware of the latest developments in technology and find innovative ways to integrate new technology into Special Education programs Develop and implement appropriate communication strategies that support an understanding of assistive technology and a sharing of excellent practices in the TDSB to build capacity among inschool staff members who are implementing initiatives, to share excellent practices with colleagues (i.e. maintaining website, developing resources) Provide professional development support for parents re assistive technology software via online resources and workshops throughout the year Provide leadership in fostering equity and inclusiveness in the development and implementation of programs effectively promoting differentiated instruction Liaise with SEA team technicians to provide solutions regarding technical issues that may arise when implementing projects Work in collaboration with other special education and program teams to provide in-service and support to schools regarding specific initiatives Maintain a central database and records, including student achievement data to assist in assessing the effectiveness of specific initiatives Develop learning communities that support the implementation of assistive technology projects and provide ongoing mentorship through coaching/job embedded in-school PD Other duties as assigned Special Education Itinerant Resource Teachers Secondary Alternative Programs Provide instruction based on students learning styles, strengths and needs in a variety of settings, which will include Secondary Alternative School sites and may include home instruction situations Assist school staff in determining appropriate responses and strategies to address the issues of students with special needs Work collaboratively with classroom teachers to effectively support the classroom program for their students with special needs Support and collaborate with both Special Education and regular class teachers, as well as students and parents in the development and monitoring of Individual Education Plans and transition plans to meet the exceptional needs of secondary students Participate in the ongoing assessment of the academic progress of secondary students with special needs Support the School Support Teams in the referral of students to the Identification, Placement and Review Committee (IPRC) Facilitate the delivery of secondary Special Education programs and services that meet standards developed by the TDSB Provide leadership in fostering equity and inclusiveness in the development and implementation of special education programs within the secondary alternative schools 91

Act as a resource to the principals, school staff, School Support Teams and curriculum leaders within the secondary alternative schools Build capacity among in-school staff who are implementing strategies for students with special needs; Establish effective working procedures, a data management system and an effective communication process to track students receiving support Maintain effective communication with Central Special Education staff Develop, implement and provide effective professional learning for schools, Family of Schools, quadrant or at the system level, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their secondary students Assist staff in the implementation of the principles of ABA as outlined in PPM 140 Support the principal and School Support Teams in the SEA and SIP process Other duties as assigned In School Special Education Teaching Staff Within each school, teachers holding additional qualifications in Special Education may receive the following assignments: Elementary Methods and Resource Teacher (MART) Methods and resource duties are assigned to a Special Education teacher within each elementary school as part of their teaching assignment. These duties are designed to provide support to students and staff. Ongoing professional learning opportunities prepare the Special Education teacher who has been assigned methods and resource support duties, to offer Special Education programming expertise and resources in the school. Elementary Home School Program (HSP) Teacher The Special Education teacher in the Home School Program works in collaboration with the student's regular classroom teacher to address the student's needs. The primary role of the HSP teacher is to deliver and support specific parts of the curriculum and work with the regular classroom teacher to coordinate teaching responsibilities, schedule the student's day, assign homework, and monitor the student's progress. Elementary and Secondary Resource Program Teacher In both Elementary and Secondary schools, the Resource Support Program provides students with specific support from a Special Education teacher. Depending on the school model, this can be delivered in a number of ways. For example, a student may work with the special education teacher individually or in small groups. This takes place either in his or her regular classroom (in-class support) or in a separate classroom (withdrawal support). In Secondary schools the Resource teacher may also be responsible for the GLE course. Intensive Support Program (ISP) Teacher Teachers in Intensive Support Programs work full time with those students who require a more intensive level of support than is available through a regular class placement. Secondary Curriculum Leader (CL) and Assistant Curriculum Leader (ACL) The Curriculum Leader and Assistant Curriculum Leader of Special Education are positions of responsibility assumed by Special Education teachers in Secondary Schools. These teachers may have subject teaching assignments in addition to those related to the management and delivery of differing levels of support to exceptional students. 92

Kindergarten Early Language Intervention (KELI) Program Teacher The KELI staff work under the supervision of the Supervising Principals of Special Education and Chiefs of Speech-Language Pathology for the assigned regional office. The teacher, in collaboration with the KELI speech-language pathologist, will: Implement oral language and early literacy programming to meet the needs of the KELI students Instruct four groups of eight Senior Kindergarten students, for a total of 32 students Observe the KELI Program students in their home school Kindergarten programs and provide programming suggestions/supports for their teachers Evaluate KELI program students oral language, early literacy, and social communication skills Communicate regularly with and provide support for parents/guardians of KELI Program students Report orally in each term and in writing to parents/guardians and home school teachers mid-program and on completion of the program to parents/guardians and home school teachers Special Education Teacher Autism Special Project Drewry S.S. Provide leadership in fostering equity and inclusiveness in the development and implementation of programs and services Support the successful transition of high-risk health and safety needs of students with ASD from IBI treatment to a secondary school classroom placement Plan and deliver an education program based on Ontario Curriculum expectations as well as alternative curriculum Select from and implement a variety of personalized programming interventions, strategies and resources that may include, among others: direct instruction, predictable daily routines, use of visual instructional materials, behavioural intervention, social and communication skills and independent life skills Implement the requirements of PPM 140 into the classroom program and into students Individual Education Plan(s) Work as part of a multi-disciplinary team in providing programming within the classroom that enhances the development of the students independence Attend regular and ongoing team meetings and professional learning sessions to plan and strategize for the clinical/educational goals of each student Address the physical safety needs of all students using BMS techniques that may include: behaviour shaping, prompting strategies, proximity control, etc. for the purpose of ensuring safe student learning Meet personal care and health needs related to ASD (these needs may include lifting and transferring, movement and positioning, feeding and approved administration of medication/medical procedures, with appropriate training provided) Collect data on an ongoing basis for the purpose of establishing programming goals Communicate on a regular basis with parents Other related duties as assigned 93

Special Education Teacher Section Programs Provide leadership in fostering equity and inclusiveness in the development and implementation of programs and services Work as a member of a multi-disciplinary team who programs for the educational needs of the students in concert with the treatment goals of the partnership agency within a structured, nurturing and non-traditional environment Collaborate with the agency to develop programming that meets the academic, social and emotional needs of the students Participate in all aspects of IEP development and implementation and IPRC planning Participate in and initiates transition planning with the agency and community Lead and facilitate the delivery of Ontario Ministry of Education Curriculum, and for students with a MID or DD, curriculum delivery is linked to functional academics and activities of daily living Use current assessment practices through implementing Growing Success Work in partnership with Agency personnel in a shared governance classroom Teachers in the Secondary Panel may also be responsible for the delivery of credit accumulation courses Paraprofessional Support Staff ABA Facilitator Work as a member of a multi-disciplinary team in support of other members of the PDD/ASD team, bring expertise in the area of ABA instructional methods Support the implementation of TDSB and Ministry of Education initiatives such as PPM 140, etc; Collaborate with Toronto Partnership for Autism Services (TPAS) and other IBI service providers in the transition of students receiving IBI services Work directly in the classroom to model appropriate ABA instructional methods to teachers and support staff Act as a resource to principals, school staffs, school support teams, special education staff, instructional leaders, teachers and parents Participate in and deliver professional development activities Other duties as assigned Deafblind Intervenor Deafblind Intervenors work with students, who have been assessed by the W. Ross Macdonald School for the Blind/Deafblind Resource Department as being educationally deafblind. They have been specially trained to intervene between the student who has a dual sensory hearing and vision loss and the environment/classroom. Educational Assistant (EA) EAs work under the direction of the teacher and/or principal. They provide assistance in the presentation of a meaningful program by involvement in the classroom and playground activities, on excursions, and 94

other areas as directed by the principal. Depending on their qualification categories, they enable students with a variety of emotional, behavioural, physical, personal care, and medical and academic needs to access the curriculum. Sign Language Facilitator Sign Language Facilitators help to make the curriculum accessible to students who use sign to communicate. Special Needs Assistant (SNA) SNAs are assigned to schools to assist regular or special-needs classroom teachers who have students with special needs who are high risk (special safety or medical needs) in their classes. Such needs present a constant, immediate, and extreme risk to the students and/or others. (See page 72 for information about their allocation.) 95

Professional Support Services Staff The following outlines the role descriptions for centrally assigned professional support services personnel, who are available to provide assistance to schools in working with students with special needs and students with exceptionalities. The TDSB provides a variety of support services to: Assist teachers in understanding the special needs of students Support students in accessing the curriculum Link programming suggestions and/or recommendations to curriculum expectations Help teachers to select accommodations and modifications for IEPs for students with special needs Professional Support Services includes the following professional services: Child and Youth Services Occupational Therapy and Physiotherapy Physiotherapy and Occupational Therapy Psychology Social Work and Attendance Speech and Language Pathology Professional Support Services staff may be contacted through the School Support Team. Support Services staff are supervised and organized by the Senior Manager of Professional Support Services, through the Chiefs of the individual professional services. Senior Manager of Professional Support Services The Senior Manager of Professional Support Services is responsible for the organization and coordination of all professional support services available to students, schools, families, and communities within the TDSB. The primary objectives for this position are to: Develops related policy initiatives and implement a coordinated service delivery plan for psychological, social work and attendance, occupational therapy/physiotherapy, and speech-language pathology, and child and youth services Allocates all staff and resources as they relate to support services to ensure equitable delivery of support services across the TDSB Develops, creates, recommends, and implements strategies for effective budget control and fiscal management Develops, implements, and communicates delivery standards for all support services within established frameworks defining professional practice and ethics Ensures all services are provided on the basis of best practices, are needs driven, and are supported by appropriate professional development Develops and implements a Board-wide strategy for the deployment of Support Services personnel in response to tragic events Participates in meetings with schools and communities to further an understanding of student support services and respond to concerns raised regarding services provided 96

Liaises with other stakeholders to represent the Board as required Reports to the Board and the Ministry of Education as required Child and Youth Services Chief of Child and Youth Services: The Chief of Child and Youth Services is responsible district wide for the effective delivery of Child and Youth Services. The Chief: Is a resource to Principals and Employee Services in the hiring, supervising, and monitoring of the performance of Child and Youth Services staff Monitors and authorizes budget expenditures within established parameters Provides supervision to staff requiring consultation of specific issues Works collaboratively with Special Education Services and Safe and Caring Schools Chairs regularly scheduled staff meetings for Child and Youth Counsellors, implements professional development opportunities, and provides leadership to staff in gaining an understanding of the service delivery model of child and youth services Consults with schools, school officials, and parents/guardians regarding delivery of child and youth services and addresses issues or concerns about these services Liaises with the Senior Manager of Professional Support Services to maintain an ongoing understanding of student, school, and community needs of child and youth services Liaise with outside resources, including children s mental health centres, community organizations, social agencies and professional bodies regarding provision of service Child and Youth Workers Provide support to students in the acquisition, reinforcement and maintenance of academic, communications, social and personal management skills Collaborate with teachers on effective classroom programming and behaviour management techniques to prevent and remediate learning and behaviour problems and to develop social/emotional and life skills Develop and provide behaviour management plans for individual students and groups of students including objectives and evaluation criteria Develop and provide social, emotional and life skill development programming to individual students and groups of students Intervene to prevent or respond to disruptive and/or behavioural situations as they arise in the school/classroom setting with life space interventions, de-escalation, mediation, conflict resolution, removal, isolation or containment Collaborate with teachers to refer students to School Support Team, and in the completion and implementation of behaviour logs and safety plans Support the supervision of regularly assigned students during non-classroom activities as required Provide professional development workshops to teachers and parents, guardians, caregivers, and family 97

Liaise and provide information to students and families regarding community resources Child and Youth Counsellors Provide assistance to students in the acquisition, reinforcement and maintenance of academic, communication, social and personal management skills Collaborate with Social Workers and Attendance Counselors to provide a continuum of counseling services for at-risk students Work as part of the multi disciplinary team (Guidance, Student Success, Safe and Caring Schools, Special Education) to develop pro-active strategies and programs aimed at enhancing student success Provide group or individual short term goal oriented, crisis intervention and conflict resolution counseling Report on students needs, progress, problems, etc. on a regular basis Provide professional development workshops to teachers and parents, guardians, caregivers, family Liaise and provide information to students and families regarding community resources Occupational Therapy and Physiotherapy Services Chief of Occupational Therapy and Physiotherapy: The Chief of Occupational and Physiotherapy (OT/PT) Services is responsible district wide for the effective delivery of OT/PT services to special programs and students. The Chief: Hires, supervises, and monitors the performance of Physiotherapy and Occupational Therapy Services staff Allocates staff to Families of Schools and special programs, where possible Monitors and authorizes budget expenditures within established parameters Works collaboratively with Special Education and other Support Services to support and ensure readiness of response to any medical emergency/fire and evacuation Implements regularly scheduled staff meetings and professional development initiatives, and provides leadership to staff to promote an understanding of the service delivery model for OT/PT services Consults with school administrators, staff, and parents/guardians regarding delivery of the OT/PT service and to resolve issues or concerns about these services Works collaboratively with special education services regarding IPRCs and other priorities Chairs regularly scheduled staff meetings and implements professional development initiatives, and provides leadership to staff to promote an understanding of the service delivery model for Physiotherapy and Occupational Therapy services Liaises with the Senior Manager of Professional Support Services to maintain an ongoing understanding of student, school, and community needs for physiotherapy and occupational therapy services Liaises with outside agencies, including but not limited to CCAC, Bloorview Kids Rehab, and Hospital for Sick Children, regarding provision of PT/OT service Consults regarding PT/OT Services to maintain an ongoing understanding of student, school, and 98

community needs for PT/OT services within the context of a coordinated support service Manages/monitors all aspects of PT/OT files, as required by PHIPA and the Colleges of Occupational and Physiotherapy Consults with staff regarding specific case issues Provides leadership to staff to promote an understanding of the service delivery model for Physiotherapy and Occupational Therapy services Liaises and coordinates with Community Care Access Centre (CCAC) all OT/PT services for schoolage students by CCAC (in programs not directly supported by TDSB OT/PT services) Physiotherapists / Occupational Therapists: Physiotherapists / Occupational Therapists provide consultation and therapeutic programming support for students with physical disabilities or developmental disabilities. They: Liaise with the Chief of Physiotherapy and Occupational Therapy Services to maintain an ongoing understanding of student, school, and community needs for Occupational and Physiotherapy services Liaise with outside agencies, including CCAC, Bloorview Kids Rehab, and Hospital for Sick Children, regarding provision of service Participate on School Support Teams to contribute specialized knowledge and resources regarding developmental disabilities, physical disabilities, and health issues, as well as fine, gross, and sensory motor difficulties and how they impact on independence and classroom function Participate as part of an interdisciplinary team (IEP, intake, transition reports, etc.) Assess gross motor, fine motor, and sensory motor function and adaptive skills, and provide physicalmanagement recommendations Conduct feeding assessments Collaborate with regular and special education teachers to design programming based on classroom curriculum according to Ministry of Education expectations Make recommendations for parents/guardians to support independence and development at home Provide early fine, gross, and sensory motor intervention, while encouraging literacy and numeracy and social programming for young students at risk in all diagnostic Kindergartens, in collaboration with the teachers in the pilot Kindergarten Education, Early Intervention, and Prevention (KEEP) program Provide transition intake support for daycares and specialized nursery schools for students with physical and developmental disabilities who have received community occupational and physiotherapy services Provide recommendations, design, and provision of adapted equipment and assistive devices (SEA, ADP) for all students, as required to facilitate independence within the school environment and full participation in curriculum, including adapted and modified curriculum Psychological Services Chiefs of Psychology Services: The Chiefs of Psychological Services have responsibility within an Education Office for the effective delivery of psychological services. They: 99

Allocate staff to Families of Schools and special programs Monitor and authorize budget expenditures within established parameters Supervise staff regarding case issues Work collaboratively with Special Education Services regarding IPRCs and other priorities Chair regularly scheduled staff meetings, implement professional development initiatives, and provide leadership to staff to promote an understanding of the service delivery model for psychological services Consult with schools, school officials, and parents/guardians regarding delivery of psychological services and resolve issues or concerns about these services Liaise with the Senior Manager of Professional Support Services to maintain an ongoing understanding of student, school, and community needs for psychological services Liaise with outside agencies, including children s mental health centres, social agencies, and hospitals, regarding provision of service Psychologists / Psychological Associates / Psychoeducational Consultants: Consult with teachers and School Support Teams on effective classroom programming and behaviour-management techniques to prevent and remediate learning and behaviour problems Provide comprehensive individual psychological assessment of students learning and socialemotional development to diagnose disorders, identify students learning strengths and needs, and to recommend effective intervention strategies Provide crisis management to teachers, students, and their families for traumatic experiences such as suicide, school and community violence, child abuse, and death Provide risk assessments and develop risk-management plans for students who demonstrate violent behaviours that put themselves or others at risk Liaise and refer to community healthcare and social service professionals and agencies, and coordinate services Provide clinical crisis intervention to students who are at imminent risk of suicide Provide professional development workshops for teachers and parents/guardians Coordinate with Special Education Services to develop IEPs and participate as a member of the Identification, Placement, and Review Committee (IPRC) and Appeals Committees Social Work and Attendance Services Chiefs of Social Work and Attendance: The Chiefs of Social Work have responsibility within an Education Office for the effective delivery of social work services. They: Hire, supervise, and monitor performance of social work and attendance staff Allocate staff to Families of Schools and special programs Monitor and authorize budget expenditures within established parameters Consult with staff regarding professional case issues 100

Convene and supervise the crisis response teams, as required within the Education Office Work collaboratively with the Chiefs of Psychological Services to ensure readiness of response to traumatic events Implement regularly scheduled staff meetings and professional development initiatives, and provide leadership to staff to promote an understanding of the service delivery model for social work and attendance services Consult with schools, school officials, and parents/guardians regarding delivery of social work and attendance services and to resolve issues or concerns about these services Liaise with the Senior Manager of Professional Support Services to maintain an ongoing understanding of student, school, and community needs for social work and attendance services Liaise with outside agencies, including CAS, CCAS, JCAS, social agencies, children s mental health centres, and hospitals, regarding provision of service Social Workers: Participate on School Support Teams to contribute expertise regarding the connections between social-emotional development, home life, and student achievement Consult with teachers, guidance staff, and school administrators regarding behavioural management, social-emotional issues, social skills development, and anger management to facilitate students academic success Consult, mediate, advocate, and problem-solve with principals and superintendents regarding high-risk students and their families, child abuse, and crisis/tragic events Provide attendance counselling when students are identified with attendance problems at the elementary level Provide risk assessments as part of a school team and develop risk-management plans for students who exhibit behaviours that put themselves or others at risk Offer accessible professional counselling services to students and/or their families in the school or home setting Provide professional counselling to victim(s), students, school personnel, parents/guardians, and community when staff or volunteers are charged with any sexual offence Offer clinical crisis intervention and support to students and families at imminent risk (suicide) Facilitate links between the family and the school Provide consultation to behavioural classes on social-emotional issues Provide group counselling to address factors that affect student performance and well-being (e.g., grief, separation/divorce, social skills, bullying and anger management) Per Board Policy C.07, Procedure 001, Section D, provide consultation to principals and teachers Identify and report abuse and neglect of students, and provide ongoing counselling to the victim and family and others affected by the incident Liaise with community agencies to ensure effective responses to students and families Provide professional development to teachers and parents/guardians on child abuse, behaviour management, parents/guardians child relationships, bullying, anger management, etc. 101

Attendance Counsellors: Are assigned to address attendance issues at the secondary school level (at the elementary level, the school social worker is responsible for these referrals) Consult with school personnel and parents/guardians and examine patterns of irregular attendance Work with students to continue their education, helping them return to their regular classes or attend modified or alternative programs Present students to the SAL committee and monitor their progress (Attendance Counsellor SAL) Initiate court proceedings for students and families around truancy issues (Attendance Counsellor SAL) Speech-Language Pathology Services Chiefs of Speech-Language Pathology Services: The Chiefs of Speech-Language Pathology Services have responsibility for the effective delivery of speech-language pathology services. They: Hire, supervise, and monitor performance of Speech-Language Pathology Services staff Allocate staff to Families of Schools and special programs Monitor and authorize budget expenditures within established parameters Consult with staff regarding case issues Work collaboratively with special education services regarding IPRCs and other priorities Chair regularly scheduled staff meetings, implement professional development initiatives, and provide leadership to staff to promote an understanding of the service delivery model for speech and language services Consult with school staff and parents/guardians regarding delivery of speech-language pathology services and to resolve issues or concerns about these services Liaise with the Senior Manager of Professional Support Services to maintain an ongoing understanding of student, school, and community needs for speech-language pathology services Liaise with outside agencies, including Community Care Access Services (CCAC) and hospitals, regarding provision of service Speech-Language Pathologists: Participate on School Support Teams to contribute specialized knowledge and resources regarding the connections between communication, learning, literacy, and social development Assess students communication skills in oral language, phonological awareness, related difficulties in literacy development, and functional social communication, working with cultural-linguistic informants to distinguish second-language issues (e.g., ESL, ELD) from language disorders Collaborate with regular and special education teachers to design language, literacy, and social communication programming based on classroom curriculum according to Ministry of Education expectations Provide recommendations for parents/guardians to support communication development at home 102

Support teachers in developing curriculum-based oral language, written language, and communication skills on IEPs Provide early language, literacy, and social programming for young at-risk students from high-needs schools in collaboration with the teacher at ten Kindergarten Early Language Intervention (KELI) programs Provide transition support for preschool children who have received community speech and language services and referral of school-age students for Community Care Access Services (speech therapy for voice disorders, articulation, stuttering) 103

Professional Learning Framework In the TDSB, we believe that: We are all members of a professional learning community where everyone takes responsibility for his or her own learning and the learning of others All staff are leaders at different times in different circumstances Quality staff professional learning ensures that schools focus on improved student achievement, and departments focus on improved service to schools and the system in their efforts to improve student achievement Staff professional learning standards are essential to building capacity within our organization Guiding Principles for Professional Learning Professional learning sessions are developed and implemented using recognized staff professional learning standards and based on needs The organization shares responsibility with all employees to improve performance by enhancing their skills and enabling them to pursue their own learning Leaders in the system, department, school, and classroom are key change agents in improving learning The design, implementation, and evaluation of all staff professional learning incorporate the principles in the Equity Foundation Statement The decision making around professional learning ensures that resources be accessible, equitable, and needs driven Technology is utilized to enhance and expand the learning opportunities and effectiveness of professional learning for all staff, based on recognized standards Priorities for Professional Learning Professional learning is needs driven and is also provided based on changes in Ministry initiatives. For 2013-2014 the priority continues to be realizing the Special Education commitments in the Board Improvement Plan Student Achievement (BIPSA) with the focus on practical, evidence-based strategies to support student achievement. There will be a continued emphasis on providing professional learning based on the analysis of data and with targeted intentionality. The Special Education Advisory Committee (SEAC) is consulted and advised regularly on the provision of staff professional learning. SEAC members often highlight concerns specific to their organizations, and these suggestions are carefully considered and incorporated into the delivery model where feasible. For example, it was recommended by SEAC that sessions be held for parents/guardians to explain the IPRC process. These sessions occur semi-annually in several locations across the city. Overview of Professional Learning Professional learning sessions are offered throughout the year for elementary and secondary teachers, principals and vice-principals, educational assistants, and occasional teachers, largely facilitated by the 104

Professional Learning Steering Committee and through Special Education Staff from the regional offices so that programs offered are responsive to specific needs. Staff is made aware of the Board s Special Education Report and professional learning opportunities through department meetings, posters, and internal electronic postings on Direct Line, Key to Learn, the Special Education intranet. Partnerships with the Professional Learning, Training, Leadership Development Unit, Professional Support Services staff and other employee groups have resulted in jointly facilitated collaborative professional learning sessions where best practices were shared. A wide range of professional learning opportunities was available during 2012 2013, a sample of which included the audiences and topics listed below. Audiences: Teaching, Support, and/or Administrative Staff MARTs, Home School Program (HSP) and Intensive Support Program (ISP) Staff Curriculum Leaders (CL) and Assistant Curriculum Leaders (ACL) Professional Learning Offerings: ABA For Educators ABA Strategies and Students with a Developmental Disability Anxiety 101 Supporting Your Anxious and Stressed Out Students Behaviour Behaviour and Autism Boardmaker Training Board Improvement Plan Implementation Exemptions, Target Ten, Focus Five Classroom Management Classrooms That Work Low Incidence Programs Dealing with Student Behaviour Developing a Safety Plan Developing an IEP Differentiated Instruction Differentiated Instruction for Students Who Are At Risk and in Regular Classes Early Reading Intervention Next Steps and New Training Effective SST (School Support Teams) EQAO Assistive Technology Training Essential Components of Educational Programming for Students with Developmental Disabilities Facilitating Transitions Follow-up to ABA/Facilitated Transition Functional Literacy Equity, Accessibility and Privacy Issues IEP and IPRC IEP Technology Sessions for MART, HSP, and ISP teachers IEP Technology Training IEP Training for CLs and ACLs IEP Workshop (Content) IEPs for Gifted students IEPs for New Teachers Introduction to Autism 105

Introduction to Special Education Policies and Procedures IPRC Referral ISP and Delivering Modified Curriculum Low Incidence Best Practice Low Incidence 101 Low Incidence/Co-op Opportunities for Employability and Independence For Students MI Lead Modifications to Secondary School Curricula PECS Training Picture Exchange Communications Systems Peer Awareness Planning and Programming for Students with Behaviour Challenges in ISP classes Planning and Programming for Students with DD in ISP classes - Brigance Planning for Transition to Secondary PR 699 Practical Use of ABA in the Classroom Preparing IPRC Referrals Report Cards for Students with a Developmental Disability Role of PDD/ASD Team Safe Schools and Special Education Safety Plans/Risk of Injury SEA Assistive Technology Training Shared Solutions Sharing Teaching Strategies/Classroom Visits SNAP Behaviour strategies Social Skills Social Skills Group Training Special Education Issues for Administrators Support for New Special Education Teachers Supporting Secondary Students with Asperger Syndrome Supporting Students with Autism at the Secondary Level Supporting Seamless Transitions - Connections TACIT Assistive Technology Workshop Transitions for Students with Autism Transitions for Students in Diagnostic and Deaf and Hard of Hearing Kindergarten Classes Transitions, SEA Claims Using Technology In Classroom Understanding ADHD Overview Understanding ADHD Effective Classroom Strategies Professional Learning offerings for Support Services Staff: ADOS Training Assessing Risk of Youth Suicide and Intervention Strategies Cognitive Behaviour Therapy Training Dealing with Addictions in Children and Families ESL Issues in Diagnosis of Learning Disabilities Functional Behaviour Assessment Is it Sensory or is it Behaviour? Positive Psychology and Building Emotional Resilience in the Classroom 106

Schools Response to Youth Violence Wechsler Fundamentals: Academic Skills Written Language Assessment and Intervention 107

Provision of Transportation Provision of Transportation for Students in Special Education Programs These guidelines have been developed to provide general information about the transportation service for students who are eligible for transportation and to outline the responsibilities of all parties involved in the safe transportation of students. The success of the transportation service depends on the cooperation of parents/guardians teachers, and the transportation companies. We encourage parents/guardians to review these guidelines and to keep this information in a convenient location for easy reference. Specific details may vary from school to school; i.e., Sunny View, Metro School for the Deaf. Clarification can be obtained through the school principal or Area Supervisor of Transportation. Appendix I contains copies of the TDSB Transportation Policy (P020) and Operational Procedure (PR504) on Transportation of Students, as well as applicable forms. The Toronto District School Board is committed to providing safe and reliable transportation for resident students in accordance with the Education Act, Section 21 and the Operational Procedures of the TDSB Transportation Policy. Transportation is provided for students who are placed by the Identification, Placement, and Review Committee to a Special Education program that is not located in their home school and who meet the eligibility criteria. See Appendix I(1): Transportation of Students Policy P020 Section 3.1 and Appendix I(2) Operational Procedures PR 504, Section 3.6 and 3.7 for specific details about eligibility for transportation. When a special education placement is offered at a school other than the home school, transportation needs should be discussed with parents/guardians to determine if transportation arrangements are required. If so, the sending school arranges for the parents/guardians to complete a Student Transportation Application form and forwards it to the transportation office once the school section is also completed. The transportation office forwards a copy of the application form to the receiving school, indicating on the form whether or not a student has met board criteria and been approved for transportation. In late August, the administrator of the receiving school is asked to ensure that school bus information (bell times, pick-up and drop-off locations, etc.) is correct for the students at their school by accessing TRACS at https://tdsbtracs/schools. Method of Transportation Service For eligible students in Junior Kindergarten to Grade 5 transportation is provided by contracted carrier services (bus, van or taxi) or Board bus. Each student is entitled to a total of two trips per day. Mid-day routes are intended for Kindergarten students and students attending half-day programs. Methods include: School to school transportation Designated site-to-school transportation as a result of an Identification, Placement, and Review Committee or for medical reasons Home-to-school transportation for Special Education students in district-wide programs Mini-van or taxi service for eligible students in warranted circumstances 108

For students in Gifted programs up to and including Grade 5, the method of service is school to school or school to designated stop (stop determined by Student Transportation Services). Students must walk to a school or designated stop to meet the bus. Parents/Guardians are responsible for the supervision of students before they board and after they disembark from the school bus. Transportation service is not provided from the home or daycare addresses (unless the address is located at a TDSB designated stop). For all eligible students from Grade 6 through 8, TTC tickets are provided at the request of parents/guardians. Grade 6 students may be provided with bus transportation if the most direct TTC route requires more than one transfer. Students in Grades 9 to 12 may receive TTC tickets, provided the distance and financial criteria are met. Additional information regarding the Student Transportation Policy and safety information can be found on the Board s website at: www.tdsb.on.ca. Requirements and Responsibilities Changes to Transportation Arrangements 1. Temporary Cancellation of Service If a child will be absent from school due to illness or for other reasons, parents/guardians are required to inform the transportation company. Parents/Guardians must notify the transportation company before 7:00 a.m., or the evening beforehand, when transportation is to be resumed following their child s absence. (A directory of companies is listed at the end of the Provision of Transportation section.) 2. Permanent Cancellation/Changes of Pick-up and Drop-off Locations The transportation company and its drivers are NOT authorized to accept changes of pick-up and drop-off locations (either permanent or temporary). Changes to transportation must be requested in writing to the TDSB Transportation Office and may require up to 10 working days to process. (Requests can be made through the neighborhood school office.) If there is a permanent cancellation of service or change in pick-up and drop-off location, parents/guardians are required to advise the principal of the school where the child attends. 3. Requiring Return from School Only When a student is on two-way transportation and comes to school by other means of transportation on any occasion, the parents/guardians are required to call the transportation company to ensure that the transportation company returns their child from school to the designated drop-off location. (For example, if a child is brought to school in the morning, the bus company needs to be informed that the child will need a ride back in the afternoon.) Pick-up and Drop-off It is essential that a responsible adult be present for a child at both pick-up and drop-off. 109

It is not possible for daily transportation services to be reorganized to accommodate parent(s)/guardian(s) work or daycare schedules. Parents/Guardians may designate an alternate adult (i.e. caregiver) to be present for a child s pick-up and drop off. However, parents/guardians must inform the bus company if someone unexpected will be meeting their child at the end of the school day. Parent Responsibilities The success of transportation services depends on parent(s)/guardian(s) assuming the following responsibilities: Parents/Guardians are expected to have the child ready for transportation at least 5 minutes before the scheduled pick-up time, and to be prompt in meeting the vehicle at the usual drop-off time. If the child misses the bus, it is the responsibility of parents/guardians to transport the child to school. A student who is regularly late for pick-up may lose the privilege of being transported. Parents/Guardians are encouraged to maintain open communication with the driver about the unique characteristics of their child, (such as behavioural concerns, seizure information, anxiety, vision or hearing impairment). This is in the best interests of the child, especially if an emergency situation were to occur. Parents/Guardians should initially discuss transportation problems or concerns with the school principal. If the problem cannot be resolved at the school level, parents/guardians should contact the Student Transportation office. Parents/Guardians are asked to keep the following in mind: In September, routes may not settle for up to 4 weeks. Drivers do their best to pick up and drop off children on time and strive to ensure that schedules are kept. However, bus schedules are affected by the traffic, weather, students behaviour, and promptness of caregivers in meeting the vehicle. It is not always possible to maintain consistent drivers or pick-up and drop-off times. Transportation schedules may vary throughout the year, when new students begin school in your area or transfer to another school No consumption of food or drinks is allowed on buses due to the hazard of choking or the possibility of another student on the bus with food allergies. Drivers are expected to report to the principal when a student s behaviour is causing problems or an unsafe condition on the bus. The principal will contact the parent(s)/guardian(s) to seek co-operation in solving the problem. If the problem cannot be resolved, the parents/guardians may be requested to provide alternate transportation for their child. Driver Responsibilities The transportation company shall transport students from the nearest curbside in front of their pick-up location to their respective schools and return to the nearest curbside in front of their drop-off location. Parents/Guardians are responsible for their child to and from said curbside. No student shall be left by a driver at the student s designated location for drop-off unless the student is met by a responsible adult parents/guardians or caregiver designated by parents/guardians. A driver will not leave a student unattended or with a person unknown to him or her. If a responsible person is not available to meet the student upon arrival from school, the driver has the following options after notifying dispatch: 110

Continue to drop off the remaining students on the run and return to the drop-off location Deliver the student to the emergency contact person, if available and within reasonable distance Return the student to the school, if staff is available to receive the student Deliver the student to the nearest Police Division or Children s Aid Society The driver must call the parents/guardians of new students to advise them of the pick-up and drop-off times the evening before transportation service is to start. The driver must notify the parents/guardians of any change in pick-up or drop-off times. Seat Belts, Car Seats, Booster Seats, Safety Vests 1. Car Seats Car seats may be used on 20-passenger buses for daily home to school transportation Car seats must be used for students who require them because of their medical condition 2. Booster Seats The following is mandatory by law for a student riding in a minivan or taxi: If student is between 40 and 80 lbs., under 145 cm tall and up to 8 years of age, a booster seat is required All car and booster seats must be CSA approved and tethered into the school vehicle as required by the Ministry of Transportation before transportation can start Parents/Guardians must provide the car or booster seat and must leave them on the vehicle for the school year Trained staff from the bus company will inspect and install the car seat or booster seat Students who remove their seat belts, fail to remain seated while in transit, or are aggressive to other students create an unsafe condition for both students and driver. A safety vest may be required to provide safe transportation. If a student requires a safety harness, a Harness Request Form must be completed. Where appropriate and prior to a request for a safety vest, a seat-belt buckle guard may be considered. 3. Collective Responsibility Parents/Guardians, school staff, and drivers are collectively responsible for ensuring that each student is secured by a seat belt and/or in a car seat or safety vest, where applicable: Parents/Guardians are responsible for securing their child when the bus arrives in the morning and when unloading in the afternoon School staff is responsible for unloading in the morning and securing students when they are dismissed from school The driver is responsible for ensuring that students are safe and secure while the vehicle is in motion 4. Transportation for Students in Wheelchairs or with Severe Mobility Limitations Transportation may be provided, regardless of distance, for students who have a medical condition or disability that severely limits walking. A medical certificate, along with a Medical Form to Determine Eligibility signed by a physician is required. The Board reserves the right, with signed parents/guardians consent to discuss transportation issues with the physician. 111

Transportation is not provided to students due to the medical condition of the parents/guardians Transportation is not provided for students attending any school or special program at their request, even when distance or medical condition is a factor Parents/Guardians: Must physically assist their child to the wheelchair bus, and on the return trip, assist their child from the vehicle into the residence Are responsible for securing all personal chair restraints such as wheelchair seat belts, harnesses, and trays The Driver: Is responsible for ensuring that all Q Straint belts are secured on the wheelchair vehicle Only the driver or authorized personnel shall operate the wheelchair ramp. Parents/Guardians and school staff may not assist at this time In a circumstance where the student rocks in the chair to the point where the chair is in danger of tipping over, assistance holding onto the wheelchair may be needed to ensure the child s safety Cancellation of Service Due to Inclement Weather Inclement weather may force the closure of schools and/or the cancellation of transportation service. Radio and television stations will broadcast a public-service announcement to inform parents/guardians about schools closures and transportation cancellations If parents/guardians are concerned about inclement weather, they have the right to keep their child at home (especially in the case of medically fragile students), even if transportation is not cancelled by the School Board September Start-up Transportation planning for the next school year begins in the spring, when parents/guardians receive a Student Transportation Application from the school. Parents/Guardians are required to complete the Student Transportation Application and return it to their child s school according to the due date. The applications are forwarded to the Transportation Department by way of the child s school office before the end of June. Transportation service will not start for a student unless the Transportation Department has a completed application on file. For students routed on 72-passenger vehicles, route information is posted at the program school the week prior to school beginning in September. For students routed on smaller vehicles, parents/guardians are contacted during the last week of August by the bus driver, to advise them of their pick-up and dropoff times. If contact is not made prior to the first day of school, parents/guardians are responsible for contacting the transportation company to confirm the times. The transportation carriers receive a copy of the applications. In an emergency, information on the application may be released to a medical practitioner. It is a parents/guardians responsibility to keep the school and transportation company up-to-date on any changes to their child s medical health. It is critical that phone numbers for parents/guardians and emergency contacts be accurate at all times throughout the year. 112

Transportation Safety Transportation safety is the number one priority. A list of Mandatory Performance Requirements can be found in PR 504, Section 3.3 in Appendix I(2). Additionally, all transportation suppliers must adhere to strict safety requirements. A list of safety requirements for suppliers and drivers can be found in Appendix 1(5) Appeal Process Parents may appeal the decisions made regarding transportation. The appeal process is outlined in PR 504, Section 3.2. [See Appendix I (2)] A copy of the Appeal Form can be found in Appendix I(4) Transportation Company Contact Information Student transportation in the TDSB is provided by a number of transportation companies, which may change from year to year. Parents/Guardians should refer to the transportation notification they receive prior to the start of the school year, to learn which company will be transporting their child, and record the contact telephone number in a convenient location. Stock Transportation (North) 416-757-0565 Stock Transportation (East) 416-754-4949 Stock Transportation (West) 416-244-5341 First Student-Cardinal 416-444-7030 First Student Canada (Thornhill) 905-764-6662 First Student Canada (Etobicoke) 905-629-8200 First Student Canada (Markham) 905-294-5104 First Student Canada (Ajax) 905-683-2350 McCluskey 416-246-1422 Attridge 905-855-7771 WAT 416-884-9898 113

Provincial Schools and Demonstration Schools Provincial Schools and Provincial Demonstration Schools: Are operated by the Ministry of Education Provide education for students who are deaf or deafblind who have severe learning disabilities Provide an alternative education option Serve as regional resources for students who are deaf, blind, or deafblind Provide preschool home visiting services for students who are deaf or deafblind Develop and provide learning materials/media for students who are deaf, blind, or deafblind Provide school board teachers with resource services Provincial Schools for the Deaf These include Ernest C. Drury School in Milton, Robarts School in London, Sir. James Whitney School in Belleville, and Centre Jules-Leger in Ottawa. They provide programs for deaf students from preschool level to high school graduation and resource services for families, school boards and other agencies. Programs follow the Ontario curriculum in parallel with courses and programs offered by school boards. Students have their needs met as set out in their Individual Education Plan. Admittance is determined by the Provincial Schools Admission Committee in accordance to requirements set out in Regulation 296. Provincial schools operate primarily as day schools with transportation provided by school boards. Residential facilities are offered from Monday to Friday for students who live too far from the school for daily travel. Nine TDSB students are attending E.C. Drury School. W. Ross Macdonald School for Students who are Visually Impaired, Blind and Deafblind W. Ross Macdonald School is a residential school operated through the Ministry of Education, located in Brantford, Ontario. It provides an educational alternative placement for students who are blind, visually impaired, or deafblind. The school: Provides a provincial resource centre for students who are visually impaired and deafblind Supports local school boards through consultation and the provision of special learning materials, such as braille materials, electronic texts, and large-print textbooks Offers professional services and guidance to interprovincial ministries of education The programs are designed to help students learn to live independently. Delivered by specially trained teachers, programs follow the Ontario Curriculum and are tailored to student needs and individualized to offer a comprehensive life skills program. A full range of secondary courses are offered, along with courses in special subject areas such as music, broad-based technology, family studies, physical education, and orientation and mobility training. Home visiting for parents/guardians and families of preschool deafblind children provides assistance in preparing these children for future education. Fourteen TDSB students are attending W. Ross Macdonald School, Provincial Demonstration Schools Demonstration schools include Sagonaska School in Belleville, Trillium School in Milton, Amethyst School in London and Centre Jules Leger in Ottawa. Each school provides intensive, one-year programs for forty students with severe learning disabilities, sometimes in association with Attention- Deficit/Hyperactivity Disorder (ADD/ADHD). Eligible students are aged 5 to 21 years and are significantly underachieving in some or all of the academic areas. The Trillium School also operates Learning for Emotional and Academic Development (LEAD), a special program for those LD students who require an additional level of socio-emotional support. An in-service teacher education program is offered at each 114

Demonstration School. Application for admission is made by the school board, with parent consent and eligibility is determined by the Provincial Committee on Learning Disabilities. Further information is available at: the Special Needs Opportunity Window (SNOW) website: http://snow.utoronto.ca The TDSB presently has three students attending the Trillium School. 115

School Health Support Services Ministry of Education Policy/Program Memorandum No. 81 details the provision of health support services in school settings. These services extend beyond educational services and are not included in the normal preventive health programs already provided by boards of health to school children. It is detailed below: Policy/Program Memorandum No. 81 Issued under the authority of the Deputy Minister of Education Issue: Effective: Subject: Application: July 19, 1984 Until revoked or modified PROVISION OF HEALTH SUPPORT SERVICES IN SCHOOL SETTINGS Directors of Education Superintendents of Schools Principals of Schools School boards, parents/guardians, and local agencies have raised a concern regarding the provision of health support services to school age children. This concern involves services that extend beyond educational services and are not included in the normal preventive health programs already provided by boards of health to school children. As a result of a study of this matter, the Ontario Government has decided that the responsibility for ensuring the provision of such health support services will be shared among the Ministries of Education, Health, and Community and Social Services. Responsibility for the direct provision of these services at the local level will be shared by the school boards, the Home Care Program of the Ministry of Health, and agencies operating under the Ministry of Community and Social Services. The attached chart, developed jointly by staff of the three ministries, summarizes the respective responsibilities. The Home Care Program of the Ministry of Health, at the request of a school board, will be responsible for assessing pupil needs, and for providing such services as injection of medication, catheterization, manual expression of the bladder, stoma care, postural drainage, suctioning, and tube feeding. The Ministry of Health will also be responsible for intensive physio-occupational and speech therapy, and for assisting school boards in the training and direction of school board staff performing certain other support services. The Ministry of Community and Social Services will continue to be responsible for ensuring the provision of health support services in children s residential care and treatment facilities. The school boards will be responsible for the administration of oral medication where such medication has been prescribed for use during school hours. For physically disabled pupils, the school boards will provide such services as lifting and positioning, assistance with mobility, feeding and toileting, and general maintenance exercises. Boards will also continue to be responsible for necessary speech remediation, correction, and rehabilitation programs. School boards should establish or update their policies for the provision of these support services. Such policies should define administrative procedures, personnel roles, and routine safeguards. The local boards of health, local Home Care Program administrators, and local medical societies can provide valuable assistance in the development of such policies. The procedures for the administering of oral medication, in particular, should provide: 116

1. That such procedures be applied only to those services, requested by the parent(s)/guardian(s) and prescribed by a physician or other health care professional, which must be provided during school hours. 2. That a request for the service and the authorization to provide such service be made in writing by the parents/guardians and the physician, specifying the medication, the dosage, the frequency and method of administration, the dates for which the authorization applies, and the possible side effects, if any. 3. That the storage and safekeeping requirements for any labelled medication be stated. 4. That a record of administration be maintained, which includes the pupil s name, date, time of provision, dosage given, and name of person administering 5. That the telephone numbers of the parents/guardians and physician be readily accessible in the school. 6. That the medication be administered in a manner that allows for sensitivity and privacy and which encourages the pupil to take an appropriate level of responsibility for his or her medication. The assignment of these responsibilities is not intended to replace the provision of services, which some school boards have already established and may choose to continue. The implementation of this policy, however, does ensure that, by 1985, no school-aged child should be denied access to education because of special health support needs during school hours. Implementation of these services is expected to begin September 1, 1984, with full provision of services by September 1, 1985. The designation of roles and responsibilities for health support services in school settings does not preclude, in emergency situations, the provision of a health service by designated school board personnel, administered in accordance with section 52(2a) of the Health Disciplines Act and section 10(c) of the Drugless Practitioners Act, and under the policies and procedures of the school board concerned. Should a need develop for a service which has not already been designated, the matter should be referred by the school board to the Ministry of Education for its consideration in consultation with the Ministry of Health. School boards will be informed as soon as possible of the procedures to be followed in obtaining the designated health support services from the Home Care Program of the Ministry of Health. 117

Model for Provision of School Health Support Services Support Service Administered by Provided by Training and Direction Consultation 1. Oral Medication Pupil as authorized Pupil Attending Physician Local Board of Health Parents/Guardians as authorized Parents/Guardians Attending Physician Local Board of Health Aide or other personnel School Board School Board/Physician Local Board of Health 2. Injection of Medication Pupil as authorized Pupil Attending Physician Local Board of Health Parent as authorized Parents/Guardians Attending Physician Local Board of Health Health Professional Ministry of Health Ministry of Health School Board 3. Catheterization, Manual expression of bladder/stoma, Postural drainage/suctioning, Tube feeding Health Professional Ministry of Health Ministry of Health School Board 4. Lifting and positioning, Assistance with mobility, Feeding, Toileting 5. Therapies: Aide or other personnel School Board School Board and Ministry of Health Ministry of Health Physio/Occupational: Intensive clinical (treatment) Qualified therapist Ministry of Health Ministry of Health Ministry of Health General maintenance exercises Aide School Board Ministry of Health Ministry of Health Speech: Speech pathology (treatment of moderate-severe articulation, stuttering and voice disorders) Speech Pathologists Ministry of Health Ministry of Health Ministry of Health 6. All Services in Children s Residential Care/Treatment Facilities Aides/Health Professionals Ministry of Community and Social Services Ministry of Community and Social Services Ministry of Health 118

Specialized Health Support Services Specialized Health Support Services Agency or position of person who performs the service (e.g., CCAC, Board staff, parent, student) Eligibility criteria for students to receive the service Position of person who determines eligibility to receive the service and the level of support Criteria for determining when the service is no longer required Procedures for resolving disputes about eligibility and level of support (if available) Administering of Prescribed Medications TDSB or CCAC CCAC TDSB Professional Staff or CCAC Case Manager Assessed by TDSB Professional Staff and CCAC Case Manager TDSB Case Conference CCAC Case Manager Assistance with Mobility TDSB CCAC where student has 1:1 nursing TDSB/CCAC TDSB Professional Staff or CCAC Case Manager Assessed by TDSB Professional Staff and CCAC Case Manager TDSB Case Conference CCAC Case Manager Catheterization TDSB or CCAC CCAC TDSB Professional Staff or CCAC Case Manager Assessed by TDSB Professional Staff and CCAC Case Manager TDSB Case Conference CCAC Case Manager Feeding TDSB CCAC if G-tube TDSB/CCAC TDSB Professional Staff or CCAC Case Manager Assessed by TDSB Professional Staff and CCAC Case Manager TDSB Case Conference CCAC Case Manager Lifting and Positioning TDSB or CCAC TDSB\CCAC TDSB Professional Staff or CCAC Case Manager Assessed by TDSB Professional Staff and CCAC Case Manager TDSB Case Conference CCAC Case Manager Nursing CCAC CCAC TDSB Professional Staff or CCAC Case Manager Nutrition CCAC CCAC TDSB Professional Staff or CCAC Case Manager Assessed by TDSB Professional Staff and CCAC Case Manager Assessed by TDSB Professional Staff and CCAC Case Manager TDSB Case Conference CCAC Case Manager TDSB Case Conference CCAC Case Manager 119

Specialized Health Support Services (continued) Specialized Health Support Services Agency or position of person who performs the service (e.g., CCAC, Board staff, parent, student) Eligibility criteria for students to receive the service Position of person who determines eligibility to receive the service and the level of support Criteria for determining when the service is no longer required Procedures for resolving disputes about eligibility and level of support (if available) Occupational Therapy (PH and DD Programs only) TDSB, CCAC *Holland Bloorview Kids Rehab provides services to their clients TDSB/CCAC TDSB Professional Staff or CCAC Case Manager Assessed by TDSB Professional Staff and CCAC Case Manager TDSB Case Conference CCAC Case Manager Physiotherapy (PH and DD Programs only) TDSB, CCAC *Holland Bloorview Kids Rehab provides services to their clients TDSB/CCAC TDSB Professional Staff or CCAC Case Manager Assessed by TDSB Professional Staff and CCAC Case Manager TDSB Case Conference CCAC Case Manager Speech Therapy CCAC referred by TDSB Speech-Language Pathologists CCAC TDSB Speech- Language Pathologists and CCAC Case Manager CCAC Case Manager TDSB Case Conference CCAC Case Manager Suctioning TDSB or CCAC CCAC TDSB Professional Staff or CCAC Case Manager Toileting TDSB TDSB/CCAC TDSB Professional Staff or CCAC Case Manager Assessed by TDSB Professional Staff and CCAC Case Manager Assessed by TDSB Professional Staff and CCAC Case Manager TDSB Case Conference CCAC Case Manager TDSB Case Conference CCAC Case Manager 120

Links to the Local Community and Government Initiatives Local Community Listing of Resources Documents The Blue Book Government Resource Documents Making Services Work for People Healthy Babies, Healthy Children Preschool Speech and Language Initiatives Autism Intervention Program: Program Guidelines School Support Program Autism Spectrum Disorder Provincial Teachers Assistant Training Initiative A Shared Responsibility: Ontario s Policy Framework for Child and Youth Mental Health TDSB Responses to Government Early Intervention Initiatives In a June 2000 Memorandum to Directors of Education, the Ministry of Education provided additional, ongoing funding for special education (JK-to Grade 3) to school boards. This enhanced funding supports early interventions, additional specialist teachers, professional supports, and, in particular, helps fund effective early interventions that improve outcomes for students with special needs. This funding is being used by the TDSB to support early intervention programs for primary students. Kindergarten Early Language Intervention (KELI) program enhanced school-based Speech-Language Pathology support, for speech-language impaired students in the primary grades Transition to School Protocol, to support Toronto Partnership for Autism Services Entry Plan for Students with Special Needs (establishing entry procedure, roles, responsibilities, and timelines) TBSB has also utilized subsequent additional funding to support other government initiatives, including: Connections: Supporting Seamless Transitions for Students with ASD Transition from Toronto Preschool Speech and Language Services (TPSLS) Kindergarten Early Language Intervention (KELI) program Enhanced School-Based Speech and Language Pathology Services for Junior Kindergarten to Grade 3 Students Speech-language pathologists work with JK to Grade 3 students in regular programs who have speechlanguage difficulties to: Assist teachers in better understanding the oral language needs of students and the links between listening, speaking, reading, and writing Demonstrate functional communication strategies within the naturally occurring activities of the classroom program Collaborate with classroom teachers to develop curriculum-based language programming and to develop practical strategies and activities to assist parents/guardians to enhance their children s communication within daily living situations at home 121

Toronto Partnership Autism Services (TPAS) Community Services The TDSB collaborates with the five service providers for the Toronto Partnership Autism Services (Surrey Place, Adventure Place, Aisling Discoveries Child and Family Centre, Etobicoke Children s Centre, and the Geneva Centre for Autism) in planning for a smooth and effective transition to school for students being served through this initiative. A Transition to School Protocol has been developed between Toronto Preschool Autism Services Community Partnership, the TDSB, and the Toronto Catholic District School Board (TCDSB). Connections: Supporting Seamless Transitions for Students with ASD Connections is a joint initiative between the Ministry of Children and Youth Services and the Ministry of Education. This initiative supports the transition of students from Intensive Behaviour Intervention (IBI) to full time school. This approach is meant to add to the existing transition processes that are already in place. Each student making this transition will have the support of a Transition Team. The Transition Team will develop individualized plans to make the transition to school as smooth as possible for children and their families. Each child s transition plan will be based on his/her unique needs. Transition Teams may include: Principal or designate Parents/Guardians/Caregivers Teachers ASD Team Member School Support Program ASD Consultant Other School Board Staff Other community representatives Transition Teams will draw on the expertise of all members to ensure that the transfer of best practices and successful strategies is as seamless and effective as possible. Teams will meet regularly to update the Transition Plan and to discuss action steps. Transition from Toronto Preschool Speech and Language Services (TPSLS) The Toronto Preschool Speech and Language Services (TPSLS) was established in 1998 as a part of the provincial government s initiative, funded through the Ministry of Health and Long-Term Care. Services are provided through the Northeast, Southeast, Northwest, and Southwest quadrants. The long-term target is to serve all preschool children with speech and language needs (i.e.,10 % of the 150 000 preschool population, or 15 000 children). Approximately two-thirds of the 4 and 5-year-old population may be enrolled in the TDSB. The mission of the TPSLS is to provide speech and language services to preschool children up to age five years until entry to Senior Kindergarten. Students who are older than 4.6 years of age are not recommended for referral to the TPSLS, since the wait period may be four to six months or longer. They are not likely to be eligible for service through TPSLS due to their age at the end of the wait period. 122

The communication needs of students transitioning from the TPSLS to school services vary from mild to severe or profound. With the consent of parents/guardians, transition discussion should be initiated as early as possible by TPSLS staff about children in Junior Kindergarten with significant communication needs. These children may already be known to School Support Teams and often have comprehensive educational programming and planning needs. Early and ongoing information sharing and collaborating between TPSLS staff and school board staff are advised. Some preschool children present with mild communication needs, and transition may be handled through written reports and telephone consultation. A transition process has been developed by a committee of representatives from Toronto Preschool Speech and Language Services, the TCDSB, and the TDSB: The family contacts the principal of the local school about their child s needs. The family provides written consent for the exchange of information between Toronto Preschool Speech and Language Services and the TDSB. Reports will then be forwarded to the school principal and the school speech-language pathologist to assist with planning for the child s needs. Transition planning is organized to discuss the child s needs and programs and services currently received in the preschool services. The child s progress and current needs will be discussed. The principal will identify the next steps and access services and programs for the child, as appropriate and available. 123

External Partnerships: Supplemental Student Services Policy/Program Memorandum No. 149 In September 2009, the Ministry of Education issued Policy/Program Memorandum No.149: Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Services Professionals and Paraprofessionals to provide direction to school boards concerning the review and/or development of a local protocol for partnerships with external agencies for the provision of services in Ontario schools by regulated health professionals, regulated social services professionals, and paraprofessionals. It outlines the requirements for reviewing and/or developing a local protocol, and specifies the requirements for implementing the protocol and for reporting the protocol to stakeholders. PPM No. 149 is available for reference in Appendix J (2) The TDSB Operational Procedure PR.578 SCS, External Partnerships: Supplemental Student Services provides schools with a framework for implementing partnerships with external agencies, professionals or paraprofessionals, who provide mental health, physical health or social services, which involve assessment, counseling, therapy or treatment. See Appendix J (1) Current external partnerships are listed on the next page, along with the numbers of participating schools. 124

External Partnerships with Community Agencies and Services # of Partner Program Schools Adventure Place Early Intervention Services 87 Aisling Discoveries Child and Family Centre Helping Hands at School 3 Aisling Discoveries Child and Family Centre Partners for Success 4 BOOST, Child Abuse Prevention & Intervention Grief Therapy 1 BOOST, Child Abuse Prevention & Intervention I'm a Great Kid! 12 BOOST, Child Abuse Prevention & Intervention I'm a Great Little Kid! 12 BOOST, Child Abuse Prevention & Intervention R.S.V.P. Relationship Skills Violence 1 Prevention Canadian Hearing Society, The Hearing Screening Clinic 18 Central Toronto Youth Services (CTYS) School Based Children's Mental Health 4 Program Centre for Addiction and Mental Health (CAMH) The Feelings Club Project 3 Child Development Institute (CDI) Act & Adapt Children's Mental Health 5 Child Development Institute (CDI) SNAP Program 5 Child Psychotherapy Foundation of Canada (CPFC) School Based Children's Mental Health Programs Delisle Youth Services Delisle Inschool Program 6 East Metro Youth Services Respect In Schools Everywhere (RISE) 9 Etobicoke Children Services, The Kindergarten Assessment Group / 10 Griffin Centre ACCESS 4 Griffin Centre Intensive Child and Family Service (ICFS) 0 Griffin Centre Whatever It Takes (WIT) 0 Griffin Centre Y-CONNECT 0 Leave Out Violence (L.O.V.E.) Violence Prevention Committee 3 Hospital for Sick Children Tele-Psychiatry 4 Oolagen Community Services Oolagen School Based Mental Health 2 Oolagen Community Services Wraparound Project 2 PEACH - Promoting Economic Action and Community Health Youth Advocates 11 SeeHear Canada Hearing/ Vision Screening Service 148 Surrey Place Centre Surrey Place Centre's Developmental 21 Consultation Services Tropicana Community Services Organization Child and Youth Development 2 Yorktown Child & Family Centre Inreach 2 Yorktown Child & Family Centre Reconnecting 0 Yorktown Child & Family Centre The Friendship Club 3 Youthlink School Based Anger Management 4 7 125

Care, Treatment, Custody, and Correctional Programs (Section 23) Toronto District School Board Section 23 Programs The TDSB Section 23 Programs serve students who, for a variety of reasons, require their educational needs to be met outside of the regular school system in specialized settings. Pupils in Section 23 programs are clients of the agency, taught by TDSB teachers following the Ontario Ministry of Education Curriculum. Students in Section 23 Programs may be either resident or day clients of the agency. Section 23 programs provide individualized programming in hospitals, group homes, custody facilities, treatment facilities and classrooms in community schools. The length of time in any given program varies according to the needs of the student, and may involve an assessment period followed by long or short-term treatment. The Agency Team works co-operatively with TDSB staff to provide continuity in the care, treatment and education of these students. An important part of these programs is the development of personal life management skills. Individual education and treatment plans are created for each student to address his or her strengths and needs. To attend these programs, students must first be accepted for care and treatment by an agency. All referrals must be directed to the appropriate agency. Toronto District School Board A Host School (Sometimes) A Principal to facilitate the partnership and to oversee the educational program A Vice-Principal for day-to-day contact with the teacher and agency staff A Teacher and possibly an EA to deliver individualized instruction Intensive Support Programs Primary focus is education and is staffed by TDSB Teacher responsible for behaviour plan when needed so student can access curriculum Teacher responsible for the whole curriculum, modified if needed through an IEP Access through IPRC process and demission through IPRC or parent/guardian withdrawal Administrative Structure of Section 23 Community Agency An Agency Site (Sometimes) An Agency Director to facilitate the partnership A Program Manager to oversee the treatment program Agency staff work in concert with the TDSB teacher to deliver individualized support Section Programs Primary focus is treatment and is staffed by TDSB and agency Agency is responsible for treatment plan so student can reintegrate into home, school and community Elementary teachers responsible for crosscurricular programming Secondary Teachers responsible for subject specific curriculum Access through agency process and demission through agency process or parent/guardian withdrawal, followed by an IPRC or a case conference 126

Section Program Resources ADVENTURE PLACE CHILD AND FAMILY CENTRE AISLING DISCOVERIES CHILD AND FAMILY CENTRE ALLIANCE YOUTH SERVICES INC. JEWISH AND FAMILY SERVICES OF TORONTO JESSIE S AND JUNE CALLWOOD CENTRE FOR WOMEN AND FAMILIES KENNEDY HOUSE YOUTH SERVICES CENTRAL TORONTO YOUTH SERVICES CENTRE FOR ADDICTION AND MENTAL HEALTH CHILD DEVELOPMENT INSTITUTE CHILDREN'S AID SOCIETY DELISLE YOUTH SERVICES EAST METRO YOUTH SERVICES ETOBICOKE CHILDREN S CENTRE MASSEY CENTRE FOR WOMEN MERGE MOTHERISK - FASD http://www.sickkids.ca/aboutsickkids/directory/listings/m/ Motherisk-Fetal-Alcohol-Syndrome-Clinic.html MUKI BAUM TREATMENT CENTRE OPERATION SPRINGBOARD REDEMPTION REINTEGRATION SERVICES www.redemptionservices.ca ROSALIE HALL FERNIE HOUSE CHILD AND YOUTH SERVICES GEORGE HULL CENTRE FOR CHILDREN AND FAMILIES GRIFFIN CENTER HINCKS-DELLCREST CENTRE ROUGE VALLEY HEALTH SYSTEM SUNNYBROOK SCIENCES TRE-ADD TURNING POINT YOUTH SERVICES HOSPITAL FOR SICK CHILDREN VALTA HUMEWOOD HOUSE ASSOCIATION YOUTHDALE TREATMENT CENTRE HUMBER RIVER REGIONAL HOSPITAL 127

Accessibility TDSB Barrier Free Committee The Barrier Free Committee addresses the need for equitable access for students with physical disabilities and works toward compliance with the Accessibility for Ontarians with Disabilities Act. Both elementary and secondary designated sites are located throughout TDSB. The Barrier Free Committee established a Barrier Free Classification Rating that was used by staff from Facilities Services to determine estimated ratings for schools. The following were considered in selecting designated sites: Existing accessible buildings Potential for accessibility, given the limited funds for barrier-free renovations Equity of access throughout TDSB to accommodate elementary and secondary students Preference for single K 8 settings over separate primary/junior and middle school settings The Barrier Free Committee, comprised of Special Education and Facilities Services staff, established a process for prioritizing the needs of the system. The following set of objectives is used in the provision of cost-effective, barrier-free access for students with a physical disability: Provide designated sites, throughout TDSB, where resources and related staff development opportunities may be concentrated Facilitate, at the designated sites, partnering with services and/or agencies such as School Health Support Services as a means of maximizing support for students Provide specialized equipment, not funded by SEA, to schools identified as designated sites Instill in students and staff the expectations that students with a physical disability will be supported and integrated into the regular curricular and co-curricular program, whenever appropriate, at designated sites. This support would be provided through staff development programs Designate special secondary schools be barrier free (e.g., Sir William Osler High School) Make funds available for barrier-free access to eventually bring designated sites as close to A+ classification as possible All barrier-free requests from designated sites are submitted to the committee for consideration. The Special Education Advisory Committee endorsed the recommended schools as designated sites for barrier-free access for students with a physical disability in TDSB schools. TDSB Accessibility Working Group In the 2003 2004 school year, the Accessibility Working Group, an inter-departmental and multistakeholder group, with representation from external agencies that advocate on behalf of persons with disabilities (e.g., Easter Seals and Community Living Toronto) was established with the mandate to: Complete and publish the first Annual Accessibility Plan and successive updates, which include a compilation of descriptions of initiatives and services provided by Business Services, Employee Services, Information Technology Services, Special Education and Support Services, and Facility Services Discuss posting a barrier-free database on the Facility Services intranet website for the use of staff Compose, implement, and interpret findings of a survey to identify disabilities and barriers to those with 128

disabilities In 2004, a voluntary online information survey was prepared in association with the Research and Information Services Department of the Board. This initial survey was designed by a representative subcommittee and was completed by school administrators and central/site administrative staff. The survey questions concerned the types of disabilities of staff and students, as well as barriers that are encountered by students and staff, and invited suggestions that would further assist the Board in overcoming these barriers. The data revealed that there is a broad range of disabilities for which the TDSB can and must provide services beyond the issues of accessibility for wheelchair users. The Board can only move forward slowly in upgrading facilities for barrier-free accessibility because of the high costs of such upgrades and severely limited funding. However, services to support students with many of the identified disabilities are being delivered at the present time by Special Education and Support Services programs. For more information about accessibility in the TDSB, visit: http://www.tdsb.on.ca/_site/viewitem.asp?siteid=133&menuid=26446&pageid=22805 Special Education Accessibility Grant Ninety-two projects, including barrier-free renovations, installation of barrier-free washrooms, power-operated doors, ramps, lifts/barrier-free elevators, provision of safe refuge areas, Snoezelen Room, upgrading a playground, and wheelchair drop-off areas, were among the projects undertaken by Facilities Services to improve accessibility to TDSB schools. This grant has been fully expended and new barrier-free projects are being funded through the School Facilities Revitalization Master Plan program. Information on these projects can be found on the Board s website at www.tdsb.on.ca. Accessibility for Ontarians with Disabilities Act, 2005 (AODA) The standards for Customer Service have been developed and approved, with compliance by January 2010. As additional Standards are developed and approved, they are posted on the Accessibility at the TDSB main page: http://www.tdsb.on.ca/_site/viewitem.asp?siteid=133&menuid=26446&pageid=22805 Customer Service Links include: Accessibility Standards for Customer Service Accessibility Standards for Customer Service - Summary of Requirements TDSB Customer Service Policy Training Video 129

TDSB Special Education Staff Allocation 2013 2014 as of Sept. 1, 2013 Special Education Staff Elementary Teaching *FTE Staff Qualifications Teachers of resource withdrawal programs 528 Minimum Special Education, Part I Teachers of HSP Program 224.5 Minimum Special Education, Part 1 Teachers for self-contained programs 705 Every effort is made to staff our classrooms with appropriately qualified teachers. However, some staff may be deemed to teach with a Letter of Permission. Secondary Teaching Teachers for resource withdrawal programs 147 Minimum Special Education, Part 1 Teachers for self-contained programs 378.32 Minimum Special Education, Part 1 Other Special Education Teachers Elementary and Secondary Itinerant teachers (D/HH, B/LV, BEH, SEA) 64 Minimum Special Education, Part 1 Coordinators 21.0 Specialist Certification in Special Education (with appropriate options) Consultants 31.0 Specialist Certification in Special Education Support Staff Educational Assistants Elementary and Secondary Child and Youth Workers (excluding SIP CYW) Elementary and Secondary Special Needs Assistants Elementary and Secondary 1227 High school diploma or educational equivalent, plus a certificate Elementary and Secondary or diploma equal to two years full-time post-secondary studies in Community Services program related to educational growth and development of children. 210.5 Child and Youth Worker diploma from a community college or university degree in a directly related field. 534 High school diploma * FTE = Full-time Equivalent 130

TDSB Special Education Staff Allocation, 2013 2014 (Continued) Support Services Staff *FTE Staff Qualifications Professional Support Services Staff Psychologists 130.0 Staff are registered members of their Psychiatrists 0 respective Colleges. Some psychologists and psycho-educational consultants Speech-Language Pathologists 74.5 perform under the supervision of a member Occupational Therapists/Physiotherapists 26.0 of the College. Social Workers 112.1 Paraprofessional Resource Staff Orientation and Mobility Specialists 3.5 Certified Orientation and Mobility Specialists, Certification Program (1 year) through Mohawk College Oral Interpreters (for students who are deaf) Sign Interpreters ( Facilitators in TDSB) (for students who are deaf) 0 10 Three-year Community College Diploma English, ASL Interpreting Transcribers (for students who are blind) Intervenors (for students who are deafblind) Auditory-Verbal Therapists 0 0 Certification as a Literary Braille Transcriber from a recognized agency (e.g., CNIB) 22 Two-year Deafblind Intervenor Program at George Brown College * FTE = Full-time Equivalent 131

Consultation The TDSB values its working relationship with its Special Education Advisory Committee (SEAC) and consults with SEAC regularly on matters relating to Special Education programs and services. Progress reports on special education programs and services are presented at the ten regularly scheduled, public SEAC meetings. In response to direction received through SEAC and the Special Education electronic mailbox, consultation updates are made available to all SEAC members. A Steering Committee comprised of SEAC members and special education staff is reconvened annually to review the Special Education Report in accordance with the Ministry s Standards for School Boards Special Education Plans (2000) and Regulation 464/97 of the Education Act. The Steering Committee meets specifically to consider proposed revisions to the Special Education Report of the previous year and at other times when there is opportunity for targeted feedback. The Steering Committee reviews all additions and amendments with an eye towards clear and accurate communication and to ensure the Report is complete and up to date. The Special Education Report is simultaneously reviewed with Supervising Principals of Special Education during their regularly scheduled meetings. To facilitate consultation, SEAC Subcommittees are periodically formed to meet with staff. For example, SEAC Subcommittees have been formed to advise staff on matters relating to: Improving parental and community access to information about SEAC and Special Education in the TDSB Accessible education and equitable practices Special Education Budget Orientation sessions for parents/guardians are held in the fall and spring annually to familiarize parents/guardians with the IPRC process. Sessions continue to be well attended. Following the meetings, the concerns of parents/guardians are addressed. These orientation sessions originated at the request of SEAC members and will continue into the 2013-2014 school year. 132

Special Equipment Amount (SEA) The Special Equipment amount allocation is made up of two components: a SEA Per Pupil Amount and a SEA Claims-Based Amount. SEA funding is intended to assist with the costs of equipment essential to support students with special education needs. It is still expected that boards will develop an internal process that allocates the SEA Per Pupil Amount and the SEA Claims-Based Amount. The SEA Claims-Based Amount will continue to support the purchases of non-computer based equipment to be utilized by students with special education needs, including hearing support equipment, vision support equipment, personal care support equipment and physical assists support equipment. This component of the SEA allocation would continue to be claim-based with an $800 deductible. The Assistive Technology Team has been formed to support assistive technology across the Toronto District School Board, including the implementation of Special Equipment Amount (SEA) claims. The role of the team is to collaborate with schools, administrators, teachers, and students to integrate assistive technology as an effective teaching/learning tool in the classroom and build capacity among in-school staff to share excellent practices. Ongoing professional development is provided throughout the year. This can include; sessions on assistive technology (including Ministry licensed software), online web casts, newsletters featuring information on resources and projects, online mentoring through conferences, as well as numerous printed resources and videos provided online for staff and parents. All resources can be found on the external TDSB Special Education website Assistive Technology. 133

Special Incidence Portion (SIP) School boards may apply for Special Education Incidence Portion (SIP) funding for staff support to ensure the health and safety both of students who have extraordinarily high needs related to their disabilities and/or exceptionalities and of others at school. The Ministry will continue to fund claims approved through the process which will be set out in the SIP Funding Guidelines, Special Education Funding Guidelines, Special Incident Portion (SIP), 2013-14. 134

Operational Procedure PR.699SCH Operational Procedure PR.699SCH is a procedure to support staff in their response to the safety and behavioural needs of students with special needs. The purpose of the procedure is to provide staff with guidelines and information for the small number of students who have a current history of aggressive and/or violent behaviour that presents a risk of injury to self and/or others, including those who support them. There are 23 documents and forms related to the operational procedures. These can be found on the TDSB website at www.tdsb.on.ca. 135

Appendices 136

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Guide to Special Education for Parents/Guardians Appendix A East Office: 140 Borough Drive, Scarborough, Ontario M1P 4N6 (416)396-7968 or (416) -396-9003 West Office: 1 Civic Centre Court, Etobicoke, Ontario M9C 2B3 (416)394-7406 or (416) -394-3763 Serving Our Students, Schools, and Their Communities Guiding Principles for the Development of the Toronto District School Board SPECIAL EDUCATION REPORT We adhere to the Toronto District School Board Mission and Values Statements. All exceptional students, their families, and the staff who support them have the right to be treated with respect. All exceptional students have the right to reach their potential. A range of placements, programs, and services should be available to meet the needs of exceptional students. 138 All exceptional students and the staff who support them have the right to a safe, secure, and encouraging environment. A partnership of students, school, family, and support services is essential to the success of all exceptional students.

The Education Act requires that school boards provide, or purchase from another board, special education programs and services for their exceptional pupils. The purpose of this guide for parents/guardians is to provide you with information about the Identification, Placement, and Review Committee (IPRC), and to set out for you the procedures involved in identifying a pupil as exceptional, deciding the pupil s placement, or appealing such decisions if you do not agree with the IPRC. What is an Identification, Placement, and Review Committee (IPRC)? Students being considered for identification of an exceptionality and special education programs and/or services may be presented to an Identification, Placement, and Review Committee (IPRC). Regulation 181/98 requires that all school boards set up IPRCs. Resident students enrolled in and attending a TDSB school are eligible for consideration by a TDSB IPRC. An IPRC is composed of at least three persons, one of whom must be a principal or supervisory officer of the board. What is the role of the IPRC? The IPRC will: Decide whether or not your child should be identified as an exceptional pupil Identify the areas of your child s exceptionality, according to the categories and definitions of exceptionalities provided by the Ministry of Education Decide an appropriate placement for your child Review the identification and placement at least once in each school year Who is identified as an Exceptional Pupil? The Education Act defines an exceptional pupil as a pupil whose behavioural, communicational, intellectual, and physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program... Students are identified according to the categories and definitions of exceptionalities provided by the Ministry of Education. Categories include Behaviour, Communication, Intellectual and Physical Exceptionalities. How is an IPRC meeting requested? The principal of your child s school: May, with written notice to you, refer your child to an IPRC when the principal and the child s teacher or teachers believe that your child may benefit from a special education program Must request an IPRC meeting for your child, upon receiving your written request Within 15 days of receiving your request, or giving you notice, the principal must provide you with a copy of this guide and a written statement of approximately when the IPRC will meet. May parents/guardians attend the IPRC meeting? Regulation 181/98 entitles parents/guardians and pupils 16 years of age or older: To be present at and participate in all committee discussions about your child To be present when the committee s identification and placement decision is made Who else may attend an IPRC meeting? Your representative, that is, a person (e.g., a Special Education Advisory Committee member) who may support you or speak on behalf of you or your child The principal of your child s school Other resource people such as your child s teacher, special education staff, board support staff, or the representative of an agency, who may provide further information or clarification An interpreter, if one is required (You can request the services of an interpreter through the principal of your child s school.) Who may request that others attend? Either you or the principal of your child s school may make a request for the attendance of others at the IPRC meeting. 139

What information will parents/guardians receive about the IPRC meeting? Within 15 days of giving you notice of an IPRC, or receiving your request, the principal will provide you with written notification of approximately when the IPRC will meet. At least ten days in advance of the meeting, you will receive an invitation to attend the meeting as an important partner in considering your child s placement. This letter will notify you of the date, time, and place of the meeting, and it will ask you to indicate whether or not you will attend. Before the IPRC meeting occurs, you will receive a written copy of any information about your child that the members of the IPRC have received. This may include the results of assessments or a summary of information. What if parents/guardians are unable to attend the scheduled meeting? If you are unable to make the scheduled meeting, you may: Contact the school principal to arrange an alternative date or time; or advise the principal of issues that he or she may take forward on your behalf Let the school principal know you will not be attending, and as soon as possible after the meeting, the principal will forward to you, for your consideration and signature, the IPRC s written statement of decision noting the decision of identification and placement and any recommendations regarding special education programs and services What happens at an IPRC meeting? The chair introduces everyone and explains the purpose of the meeting. The IPRC will review all available information about your child. They will: - Consider an educational assessment of your child - Consider, subject to the provisions of the Health Care Consent Act, 1996, a health or psychological assessment of your child conducted by a qualified practitioner if they feel that such an assessment is required to make a correct identification or placement decision - Interview your child, with your consent, if your child is less than 16 years of age, if he or she feels it would be useful to do so - Consider any information that you submit about your child, or that your child submits, if he or she is 16 years of age or older The committee may discuss any proposal that has been made about a special education program or special education services for the child. Committee members will discuss any such proposal at your request, or at the request of your child, if the child is 16 years of age or older. You are encouraged to ask questions and join in the discussion. Following the discussion, after all the information has been presented and considered, the committee will make its decision. What will the IPRC consider in making its placement decision? Before the IPRC can consider placing your child in a special education class, it must consider whether placement in a regular class with appropriate special education services will: Meet your child s needs Be consistent with your preferences If, after considering all of the information presented to it, the IPRC is satisfied that placement in a regular class will meet your child s needs and that such a decision is consistent with your preferences, the committee will decide in favour of placement in a regular class with appropriate special education services. If the committee decides that your child should be placed in a special education class, it must state the reasons for that decision in its written statement of decision. What will the IPRC s written statement of decision include? The IPRC s written statement of decision will state: The IPRC s description of your child s strengths and needs Whether the IPRC has identified your child as exceptional Where the IPRC has identified your child as exceptional, 140

- The categories and definitions of any exceptionalities identified, as they are defined by the Ministry of Education - The IPRC s placement decision - The IPRC s recommendations regarding a special education program and special education services Where the IPRC has decided that your child should be placed in a special education class, the reasons for that decision What happens after the IPRC has made its decision? If you agree with the IPRC decision, you will be asked to indicate by signing your name, that you agree with the identification and placement decisions made by the IPRC. The statement of decision may be signed at the IPRC meeting or taken home and returned. If the IPRC has identified your child as an exceptional pupil and you have agreed with the IPRC identification and placement decision, the Board will promptly notify the principal of the school at which the special education program is to be provided of the need to develop an Individual Education Plan (IEP) for your child. What is a Special Education Program? A special education program is defined in the Education Act as an educational program that: Is based on and modified by the results of continuous assessment and evaluation Includes a plan (called an Individual Education Plan, or IEP) containing specific objectives and an outline of special education services that meet the needs of the exceptional pupil What are Special Education Services? Special education services are defined in the Education Act as the facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program. What is an Individual Education Plan (IEP)? The IEP must be developed for your child, in consultation with you. It must include: Specific educational expectations An outline of the special education program and services that will be received A statement about the methods for reviewing your child s progress For students 14 years and older (except those identified as exceptional solely on the basis of giftedness), a plan for transition to appropriate post-secondary school activities, such as work, further education, and community living The IEP must be completed within 30 school days after your child has been placed in the program, and the principal must ensure that you receive a copy of it. Once a child has been placed in a Special Education Program, can the placement be reviewed? A review IPRC meeting will be held within the school year, unless the principal of the school at which the special education program is being provided receives written notice from you, the parents/guardians, dispensing with the annual review. A review IPRC meeting request may be made any time after the child has been in a special education program for three months. What does a review IPRC consider and decide? The IPRC conducting the review will consider the progress your child has made in the special education program and, with your written permission, will reference the IEP. The IPRC will review the placement and identification decisions and decide whether they should be continued or whether a different decision should now be made. What can parents/guardians do if they disagree with the IPRC decision? If you do not agree with either the identification or placement decision made by the IPRC, you may: - Within 15 days of receipt of the decision, request that the IPRC hold a second meeting to discuss your concerns; or 141

- Within 30 days of receipt of the decision, file a notice of appeal. If you do not agree with the decision after the second meeting, you may file a notice of appeal within 15 days of your receipt of the decision. If you do not consent to the IPRC decision and you do not appeal it, the Board will instruct the principal to implement the IPRC decision. How do I appeal an IPRC decision? If you disagree with the IPRC s identification of your child as exceptional or with the placement decision of the IPRC, you may, within 30 days of receipt of the original decision or within 15 days of receipt of the decision from the second meeting described above, give written notification of your intention to appeal the decision to: Director and Secretary Treasurer, Toronto District School Board, 5050 Yonge Street, Toronto, ON, M2N 5N8. The notice of appeal must: Indicate the decision with which you disagree Include a statement that sets out your reasons for disagreeing What happens in the appeal process? The appeal process involves the following steps: The Board will establish a special education appeal board to hear your appeal. The appeal board will be composed of three persons (one of whom is to be selected by you, the parents/guardians) who have no prior knowledge of the matter under appeal The chair of the appeal board will arrange a meeting to take place at a convenient time and place, but no later than 30 days after he or she has been selected (unless parents/guardians and board both provide written consent to a later date) The appeal board will receive the material reviewed by the IPRC and may interview any persons who may be able to contribute information about the matter under appeal You, the parents/guardians, and your child, if he or she is 16 years old or over, are entitled to be present at, and to participate in, all discussions The appeal board must make its recommendation within 3 days of the meeting ending. It may: - agree with the IPRC and recommend that the decision be implemented or - disagree with the IPRC and make a recommendation to the board about your child s identification, placement, or both The appeal board will report its recommendations in writing, to you and to the School Board, providing the reasons for its recommendations Within 30 days of receiving the appeal board s written statement, the School Board will decide what action it will take with respect to the recommendations (boards are not required to follow the appeal board recommendation) You may accept the decision of the School Board, or you may appeal to a Special Education Tribunal. You may request a hearing by writing to the secretary of the Special Education Tribunal. Information about making an application to the tribunal will be included with the appeal board s decision What if my child is new to the board and has special needs but has not been to an IPRC? The Toronto District School Board (TDSB) is committed to making sure that students with special education needs receive the appropriate programs and/or services as soon as possible when they enter school. Students arriving from outside the TDSB, who may require an intensive support special education program upon enrolment and who are newly registered but not yet attending a TDSB school, may be presented to a Special Education Program Recommendation Committee (SEPRC). A SEPRC may be convened in cases where the board has information that indicates a student may require special placement upon enrolment. To ensure that children are in the best place to meet their needs from the day they first begin attending a TDSB school, the SEPRC can provide a recommendation for placement in a special education program, which the student may attend until the time at which the formal IPRC process can take place. 142

The SEPRC / IPRC processes are sequential. The membership of a SEPRC is the same as that of an IPRC. SEPRC recommendations are tracked so that subsequent IPRCs can be planned appropriately. When parents/guardians agree to participate in a SEPRC, they do not forgo their right to request an IPRC once their child is attending school. What is the function of the SEPRC? The SEPRC will: Determine whether an intensive support special education program would be appropriate for a student upon enrolment in a TDSB school For programming purposes, note whether the student meets the requirements for an exceptionality based on TDSB criteria Provide a written statement of recommendations outlining the student s strengths and needs and any program/services recommendations of the SEPRC Clarify that any recommendation for an intensive support special education program would be for a time period of approximately 3 to 6 months after which an IPRC would be convened, with the exception of students in kindergarten intensive support programs who will generally have an IPRC during their senior kindergarten year in preparation for the primary division. Is a SEPRC meeting like an IPRC meeting? The main similarities are: You will receive a letter of invitation and will be encouraged to participate in the meeting You may invite others to attend with you The committee membership is the same The main differences are: The SEPRC process is not based on Ministry Regulation 181/98 A student may only be referred to a SEPRC by the decision of the home school principal in consultation with parents and members of the School Support Team The SEPRC cannot go ahead if parents do not attend No decisions about exceptionality and placement are made; only a program recommendation is made Parents/Guardians may not appeal the recommendation(s) of the SEPRC What special education programs and services are provided by the Board? The Toronto District School Board provides a full range of services to ensure that the needs of exceptional students are clearly identified and that the appropriate educational programs are provided for them, whether in the regular classroom, a specialized setting, or a combination of both. What organizations are available to assist parents/guardians? Many parent/guardian organizations are available to provide information and support to parents/guardians of exceptional children. Where can parents/guardians obtain information regarding translations? Contact your school principal for information regarding translators and interpreters. Where can parents/guardians obtain additional information? For more information about the services described within this document, please contact the Supervising Principal of Special Education in your local area. Telephone numbers can be found on the front page of this document. What are the Ministry's Provincial and Demonstration Schools? The Ministry operates Provincial and Demonstration Schools throughout Ontario for deaf, blind, deafblind, and severely learning-disabled students, as well as those with attention deficit hyperactivity disorder (ADHD). Residential programs are offered at the schools Monday to Friday for students who live too far from school to travel daily. 143

Demonstration Schools for English-Speaking Students with Severe Learning Disabilities and for Students with Learning Disabilities in Association with ADHD Sagonaska School 350 Dundas Street West Belleville, ON K8P 1B2 Phone: 613-967-2830 Trillium School 347 Ontario Street South Milton, ON L9T 3X9 Phone: 905-878-8428 Amethyst School 1090 Highbury Avenue London, ON N5Y 4V9 Phone: 519-453-4408 Schools for the Deaf Ernest C. Drury School 255 Ontario Street South Milton, ON L9T 2M5 Phone: 905-878-2851 TTY: 905-878-7195 Robarts School 1090 Highbury Avenue P.O. Box 7360, Station E London, ON N5Y 4V9 Phone and TTY: 519-453-4400 Sir James Whitney School 350 Dundas Street West Belleville, ON K8P 1B2 Phone and TTY: 613-967-2823 School for Students who are Visually Impaired, Blind and Deafblind W. Ross Macdonald School 350 Brant Avenue Brantford, ON N3T 3J9 Phone: 519-759-0730 Francophone School for the Deaf and for Students with Learning Disabilities Centre Jules-Léger 281 rue Lanark Ottawa, ON K1Z 6R8 Phone: 613-761-9300 TTY: 613-761-9302 and 761-9304 Provincial Schools Branch, Ministry of Education Provincial Schools Branch 255 Ontario Street South Milton, ON L9T 2M5 Phone: 905-878-2851 Fax: 905-878-5405 144

The Special Education Advisory Committee (SEAC) 2010-2014 The Special Education Advisory Committee (SEAC) consists of 3 trustees, voluntary representatives from local associations and community representatives, appointed by the Board to a four year term. Most SEAC members are themselves parents of students with special needs and are available as a resource for parents/guardians of students with exceptional needs, and for educators and the community at large, especially during the IPRC process. Representatives of the Toronto District School Board (TDSB) SEAC are listed below. Association Representatives Alternates Association for Bright Children www.abcontario.ca 905-827-1518 Diana Avon Krystyna Ross Autism Society of Ontario (Toronto Chapter) www.autismontario.com 1-866-925-9968 Ginny Pearce Oksana Romanov Brain Injury Society of Toronto www.bist.ca 416-830-1485 Dr. Robert Gates Judy Moir Community Living Toronto www.communitylivingtoronto.ca 416-968-0650 Clovis Grant Margarita Isakov Down Syndrome Association of Toronto www.dsat.ca 416-966-0990 Richard Carter Elaine Dodsworth-Lever Easter Seals Ontario www.easterseals.org 416-421-8377 Heather Breckenridge Deborah Fletcher Epilepsy Toronto www.epilepsytoronto.org 416-964-9095 Steven Lynette Sheelagh Hysenaj FASworld Toronto www.fasworld.com 416-264-8000 Gal Koren Lori Mastrogiuseppe Learning Disabilities Association www.ldatd.on.ca 416-229-1680 Loris Bennett Michelle Brick VOICE for Hearing Impaired Children www.voicefordeafkids.com 416-487-7719 Paul Cross Rebecca Rycroft To Be Determined To Be Determined Community Representatives Alternates North East Jean-Paul Ngana NE.CommunityRep@gmail.com Wendy Huang Wendy.tao.huang@gmail.com Aline Flora Chan Aline.chanchan@gmail.com To Be Determined North West Debra Hayden dhayden@toronto.ca Karen Prizzon karentp@sympatico.ca Nancy Turner Wright nancyseac_2011@hotmail.com Bantyehun Tezazu tezazub@rogers.com South East Yama Arianfar yama.seac.rep@hotmail.ca Najia Shafi nsiddiqi22@gmail.com Olga Ingrahm Olga.Ingrahm@gmail.com Melissa Melnitzer melissa498@yahoo.ca South West Christina Buczek seac.christina@gmail.com Cathy Mallove cmallove@sympatico.ca Phillip Sargent PhillipSargentSEAC@bell.net Nora Green Nora.green@peelsb.com Ward Trustees Ward 20 Sam Sotiropoulos sam.sotiropoulos@tdsb.on.ca 416-397-3066 Ward 1 John Hastings john.hastings@tdsb.on.ca 416-397-3071 Ward 5 Howard Kaplan howard.kaplan@tdsb.on.ca 416-395-8406 TDSB SEAC Liaison: Margo Ratsep margo.ratsep@tdsb.on.ca 145

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Appendix D(1) Indicators of an Unusually Advanced Degree of General Intellectual Ability Student Age Date Person completing this form Person initiating referral Need for intellectual peers in the classroom Student surpasses level of classroom performance, with no equals. Student takes a teaching role with classmates. Classmates turn to the student for help in understanding and completing their work. Teacher would need to instruct the student individually in (several) core curriculum areas because the student's functional level surpasses that of classmates, (note program areas) Need for instruction beyond normal levels of enrichment expected that the classroom teacher would deliver Student s functional level surpasses the level of enriched activity. Student shows lack of interest in curriculum areas as delivered, despite good mastery of the material and skills to complete the assignments. Teacher would need to devote a significant proportion of class time to deliver appropriate program and curriculum to the student. Need to address emotional issues that relate to giftedness Student lacks motivation to do the work in a major academic area, despite adequate skill. Student has no friends with similar interest. Student is frequently alone doing academic pursuits. Student seeks considerable teacher attention to satisfy perfectionist tendencies and assure self of accuracy and adequacy. Student does not participate in peer group activities involving sports or other areas in which student does not achieve (reflection of perfectionism). Student appears emotionally vulnerable due to family upheaval or tragedy. Need for resources at home school to meet programming needs Class has a high proportion of students who function below or just at grade level, leaving little opportunity for the student to receive enrichment programming. Student s interests are beyond the range and scope of instructional materials and expertise available in the class or in the school. Need for enrichment opportunities outside of the school At the time, student has limited opportunities for enrichment, e.g., economic difficulties, responsibility for other siblings, health concerns. Note: To Be Kept in the OSR 170

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Appendix D(2) Teacher Checklist for Student Behaviour* Directions: Offer the student a challenging learning activity (group or individual) that requires planning and complex thinking. Rate the frequency of each of these behaviours when you compare this student to others. Student Age Date Person completing this form Person initiating referral Very Rarely Sometimes Very Frequently Humour: Exceptionally keen sense of the comical, the bizarre, or absurd 1 2 3 4 5 Imagination and Creativity: Extraordinary capacity for the ingenious; flexible use of ideas; processes materials or 1 2 3 4 5 anything else Inquiry: Probing exploration; deep questions; experiments with events, ideas, feelings, sounds, 1 2 3 4 5 symbols, movement, etc. Memory and Processing: Tremendous mental capacity for dealing with large amounts of information and skills 1 2 3 4 5 Sensitivity: Unusually aware of or responsive to experiences and feelings, his or her own and/or those of 1 2 3 4 5 others Expressiveness: Extraordinary ability to communicate meaning or emotion through words, actions, symbols, 1 2 3 4 5 sounds, or media Reasoning: Outstanding ability to think things through and consider implications or alternatives; rich, flexible, 1 2 3 4 5 highly conscious, logical thought Problem Solving: Outstanding ability to find systematic solutions to problems; is able to invent and monitor many 1 2 3 4 5 paths to a goal; seeks challenges Intuition: Suddenly discovers connections or deeper meanings without conscious awareness of reasoning or 1 2 3 4 5 thought Learning: Extremely able to grasp and use sophisticated new understandings quickly and easily 1 2 3 4 5 Interests: Advanced, ardent, perhaps unusual topics; passionate, sometimes fleeting 1 2 3 4 5 Moral and Ethical Concerns: Intense need for fairness and justice; deep desire to take action to resolve injustices; concern for consequences of his or her 1 2 3 4 5 actions Motivation: Persistent; intense need to know, do, feel, create, or understand 1 2 3 4 5 List talents, special abilities, or accomplishments: Do you feel this student needs special learning experiences beyond those provided in the regular classroom? Yes No Note: To Be Kept in the OSR *Based on a form developed by Judy Rogers and the Tuscson United District (L. Kanevsky, 1999) 172

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Parent(s)/Guardian(s) Checklist for Student Behaviour* Appendix D(3) Directions: Observe child engaged in a challenging activity that requires planning and complex thinking. Rate the frequency of each of these behaviours. Student Age Date Person completing this form Very Rarely Sometimes Very Frequently Humour: Exceptionally keen sense of the comical, the bizarre, or absurd 1 2 3 4 5 Imagination and Creativity. Extraordinary capacity for ingenious; flexible use of ideas; processes materials or 1 2 3 4 5 anything else Inquiry: Probing exploration; deep questions; experiments with events, ideas, feelings, sounds, 1 2 3 4 5 symbols, movement, etc. Memory and Processing: Tremendous brain power for dealing with large amounts of information and skills 1 2 3 4 5 Sensitivity: Unusually aware of or responsive to experiences and feelings: his or her own and/or those of 1 2 3 4 5 others Expressiveness: Extraordinary ability to communicate meaning or emotion through words, actions, symbols, 1 2 3 4 5 sounds, or media Reasoning: Outstanding ability to think things through and consider implications or alternatives; rich, flexible, 1 2 3 4 5 highly conscious, logical thought Problem Solving: Outstanding ability to find systematic solutions to problems; is able to invent and monitor many 1 2 3 4 5 paths to a goal; seeks challenges Intuition: Suddenly discovers connections or deeper meanings without conscious awareness of reasoning or 1 2 3 4 5 thought Learning: Extremely able to grasp and use sophisticated new understandings quickly and easily 1 2 3 4 5 Interests: Advanced, ardent, perhaps unusual topics; passionate, sometimes fleeting 1 2 3 4 5 Moral and Ethical Concerns: Intense need for fairness and justice; deep desire to take action to resolve injustices; concern for consequences of his or her 1 2 3 4 5 actions Motivation: Persistent; intense need to know, do, feel, create, or understand 1 2 3 4 5 List talents, special abilities, or accomplishments: Do you feel this student needs special learning experiences beyond those provided in the regular classroom? Yes No *Based on a form developed by Judy Rogers and the Tuscson United District (L. Kanevsky, 1999) 174

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Appendix D(4) Factors to Consider at IPRC Language Factor o List information on language background: first language/language spoken in the home, number of years speaking English, English-language instruction, additional languages spoken, additional language instruction, French Immersion Other exceptionalities o List information on other identified exceptionalities Medical factors o List information Socio-emotional factors o Family or classroom concerns, identified emotional disorder (e.g., anxiety, depression, obsessive compulsive disorder, Tourette s Syndrome) Any other information that you feel might be relevant to the IPRC decision: Note: To Be Kept in the OSR 176

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Appendix E GLOSSARY OF TERMS (TDSB) Accommodations teaching strategies, supports, and/or services required to help a student access the curriculum and to demonstrate learning. Examples of individual accommodations: giving students extra time to complete classroom assignments allowing students to complete tasks or present information in alternative ways providing students with various learning tools, such as calculators or adaptive computers, to help them complete tasks providing scribes for students who need assistance with writing using pictorial schedules to help students make transitions Articulation refers to the production of speech sounds Barrier free a building/structure that is physically accessible, including access to all areas and equipment within the school environment Basic living skills skills that people require to meet their basic needs at a given age level (e.g., self-feeding, self-dressing, and toileting skills). As social environment and expectations become more complicated, basic living skills encompass such things as the ability to use public transportation, shop, and ask for directions. Composite score on a test of intellectual ability, the aggregate score produced from various sub-test scores Curriculum-alternative expectations expectations not derived from an Ontario (provincial) curriculum document or that are modified so extensively that the Ontario curriculum expectations no longer form the basis of the student s educational program Curriculum-modified expectations expectations derived from an Ontario (provincial) curriculum policy document for a grade level or for grade levels above or below the student s age-appropriate grade level Educational Assistant (EA) if assigned, someone who works under the direction of the teacher and principal, and assists with classroom and playground activities or excursions and other areas, as directed by the principal Exceptional Student defined by the Education Act as a pupil whose behavioural, communicational, intellectual, physical, or multiple exceptionalities are such that he or she is considered to need placement in a Special Education Program... Students are identified according to the categories and definitions provided by the Ministry of Education. Fresh AER: Assessment, Evaluation, and Reporting in Elementary/Secondary Schools TDSB resources (elementary and secondary versions) that provide guidelines for teachers and administrators to follow in order to increase consistency in assessment and evaluation practices, as well as to provide clarity around reporting practices. 2228

Identification, Placement, and Review Committee (IPRC) a committee composed of at least three persons appointed by the Board, one of whom must be a principal or supervisory officer of the Board. The IPRC will: decide whether or not a student should be identified as exceptional identify the areas of a student s exceptionality (according to the categories and definitions provided by the Ministry of Education) decide an appropriate placement for a student review the identification and placement at least once in each school year. Inclusion an attitude toward the need and right to belong to one s community Individual Education Plan (IEP) a plan developed (in consultation with parent(s)/guardian(s), and the student, where the student is 16 years of age of older) for each student who has been identified as exceptional by the IPRC process. An IEP is a written plan. It is a working document that describes the strengths and needs of an individual exceptional student, the special education program, and services established to meet that student s needs, and how the program and services will be delivered. It also describes the student s progress. Informed Consent with the exception of special education teachers, the involvement of professionals requires informed consent from a parent(s)/guardian(s) or student who is of age in order to initiate an individual assessment. In all instances, parent(s)/guardian(s), or students who are of age, are contacted to obtain their informed consent to ensure they understand the reasons for the assessment, the nature of the assessment, the risks and benefits of the assessment, and possible outcomes of the assessment. Issues of where and how the record will be stored and the limits to confidentiality are also outlined. IPRC annual review meeting a meeting held every school year unless the principal of the school at which the special education program is being provided receives written notice from the parent(s)/ guardian(s), waiving the Annual Review. Parent(s)/guardian(s) may request an IPRC Review meeting any time after a student has been in a special education program for three months. Intensive Support Amount (ISA) Ministry funding for school boards to support the needs of students who require high-cost specialized equipment: ISA 4, based on the number of educational programs offered in care, treatment, custodial, or correctional facilities Special Incidence Portion (SIP) for students with extraordinarily high health and safety needs (see also Specialized Equipment Amount) Percentile expressed in a number between 0 and 100, that tells what percentage of individuals in a group receives a score between certain points. A percentile of 78 says that the person scored higher than 78 % of the group. This should not be confused with the percentage score on a test. Phonology the language component that governs the manner in which speech sounds are combined and patterned. Aspects related to intonation, stresses, pausing, etc., are also included. PPM #81 Ministry Memorandum addressing School Health Support Services 179

Section 23 (formerly Section 20) Care, Treatment, and Correctional Facilities educational programs in a variety of settings to address student needs that have not been met in the traditional school model Special Education Advisory Committee (SEAC) an advisory committee established in accordance with Regulation 464/97 of the Education Act. SEAC makes recommendations to the Board concerning any matter affecting the establishment, development, and delivery of special education programs and services. The TDSB and SEAC work together to protect the rights of students with special needs. Special Education Per-Pupil Amount (SEPPA) funding that is determined according to a formula based on each board s total enrolment of secondary and elementary students, including those students with special needs Specialized Equipment Amount (SEA) (formerly known as ISA 1) funding amounts based on students special individualized equipment needs TTY telephone devices for the deaf and hard of hearing 180

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Acronym ACL AODA AQ ASD BEH BMS CAS CCAS CBRM CCAC CCP CL CS CO CPI CYW DD EA Ele FBA FOI FOS GC HSP IEP ILP Int IPRC IS ISA Special Education Acronyms Description Assistant Curriculum Leader Accessibility for Ontarians with Disabilities Act Additional Qualification Course Autism Spectrum Disorder Behaviour Behaviour Management System Training Children s Aid Society Catholic Children s Aid Society Community Based Resource Model Community Care Access Centre Central Coordinating Principal Curriculum Leader Consultant Coordinator Non-Violent Crisis Prevention Intervention Training Child and Youth Worker Developmental Disability Educational Assistant Elementary Functional Behaviour Assessment Freedom of Information Family of Schools Guidance Counsellor Home School Program Individual Education Plan Individual Learning Plan Intermediate Identification, Placement, and Review Committee Indirect Support Delivery Model Intensive Support Amount Appendix F 182

Acronym ISP IST JCAS Jr LangLab LD LI MART ME MI Lead MID NFS ORG OSR OT/PT P PD PD PHIPA PI PLC PR PSSP Psych Quad RA RES SC SAL SAP SEA SEAC Description Intensive Support Program In-School Support Team Jewish Children s Aid Society Junior Language Lab Learning Disability Low Incidence Methods And Resource Teacher Multiple Exceptionality Multiple Intelligences and Leadership Mild Intellectual Disability Native Family Services Organization Ontario Student Record Occupational Therapy / Physical Therapy Principal Professional Development Physical Disability Personal Health Information Protection Act Partially Integrated Delivery Model Professional Learning Community Primary Professional Support Services Personnel Psychology Quadrant Resource Assistance Resource Fully Self-Contained Delivery Model Supervised Alternative Learning Systems Applications Products in Data Processing Special Equipment Amount Special Education Advisory Committee 183

Acronym Sec SEPPA SEPRC SIP SLP SNA SOE / SO SP Sp Ed Sr SSP SST SST SW TSAA VP WA Description Secondary Special Education Per Pupil Amount Special Education Program Recommendations Committee Special Incidence Portion Speech-Language Pathologist Special Needs Assistant Superintendent of Education Supervising Principal Special Education Senior School Support Program (Surrey Place Centre) School Support Team Student Success Team Social Worker Toronto School Administrators Association Vice-Principal Withdrawal Assistance Delivery Model 184

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Resources Appendix G An Educator s Guide to Special Education Law, Second Edition, Bowlby, Brenda J., C. Peters, and M. Mackinnon, Aurora, ON: Aurora Professional Press, 2010. Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs Through Progressive Discipline, K-12 Toronto: Ministry of Education, 2010 Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6. Toronto: Ministry of Education, 2005. www.edu.gov.on.ca/eng/document/reports/speced/panel/index.html Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, First Edition Covering Grades 1 12. Toronto: Ministry of Education, 2010 http://www.edu.gov.on.ca/eng/policyfunding/success.html Learning for All K 12: A Guide to Effective Assessment and Instruction for All Students (Draft) Toronto: Ministry of Education, 2011 http://www.edu.gov.on.ca/eng/general/elemsec/speced/learning.html Ministry Policy/Program Memorandum No.140 Incorporating Methods of Applied Behaviour Analysis (ABA) into Programs for Students with Autism Spectrum Disorders (ASD) Navigating the Special Education System in Ontario. Toronto: Autism Society Ontario, 2002. Shared Solutions. A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students With Special Education Needs, Ministry of Education, 2007 Special Education: A Guide for Educators. Toronto: Ministry of Education Special Education, 2001. Special Education: Guidelines and Definitions Manual. Toronto: Easter Seal Society, 2000. The Individual Education Plan (IEP), A Resource Guide. Toronto: Ministry of Education, 2004. The Ontario Curriculum Unit Planner Special Education Companion. Version 3.0 CD. Toronto: Queen s Printer for Ontario, 2002. Best Behaviour: Building Positive Behaviour Support in Schools, Jeff Sprague and Annamieke Golly Solving School Problems: A Solution Focus Approach, Nancy McConkey 186

Special Education-Related Websites Appendix H Association for Bright Children (ABC) www.abcontario.ca Autism Society of Ontario www.autismontario.com Best Buddies www.bestbuddies.ca Bob Rumball Centre for the Deaf www.bobrumball.org Brain Injury Society of Toronto www.bist.ca Canadian Council for Exceptional Children www.cec.sped.org/ab/candian.html Canadian Down Syndrome Society www.cdss.ca Canadian Hearing Society www.chs.ca Canadian National Institute for the Blind www.cnib.ca Children s Mental Health Ontario www.cmho.org City of Toronto Children s Services www.toronto.ca/children Community Living Toronto www.communitylivingtoronto.ca and www.connectability.ca Down Syndrome Association of Toronto www.dsat.ca Easter Seals Ontario www.easterseals.org EDI (Early Development Instrument) www.torontodacs.net/ Epilepsy Toronto www.epilepsytoronto.org FASworld Toronto www.fasworld.com 187

Geneva Centre for Autism www.autism.net Identification, Placement, and Review Committee www.edu.gov.on.ca/eng/general/elemsec/speced/identifi.html Inclusion Press www.inclusion.com Individual Education Plan www.edu.gov.on.ca/eng/general/elemsec/speced/individu.html Integra Foundation www.integra.on.ca LD OnLine www.ldonline.org Learning Disabilities Association of Ontario www.ldao.ca/ Learning Disabilities Association of Toronto www.ldatd.on.ca Minister s Advisory Council on Special Education www.edu.gov.on.ca/eng/general/abcs/acse/acse_eng.html Ministry of Education Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6 www.edu.gov.on.ca/eng/document/reports/speced/panel/index.html Ministry of Education A Guide for Educators www.edu.gov.on.ca/eng/general/elemsec/speced/guide.html Ministry of Education - Policy/Program Memoranda Concerning Special Education www.edu.gov.on.ca/eng/general/elemsec/speced/ppms.html Ministry of Education Special Education www.edu.gov.on.ca/eng/general/elemsec/speced/speced.html Muscular Dystrophy Association of Canada www.muscle.ca 188

Ontario Council for Exceptional Children www.cecontario.ca/ Ontario Federation for Cerebral Palsy www.ofcp.on.ca Ontario March of Dimes www.marchofdimes.ca Ontario Student Record (OSR) Guidelines, 2000 www.edu.gov.on.ca/eng/document/curricul/osr/osr.html Regulation 181/98 Identification and Placement of Exceptional Pupils Highlights www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html (SNOW) Special Needs Opportunity Window snow.ldrc.ocad.ca/ Spina Bifida and Hydrocephalus Association of Ontario www.sbhao.on.ca Surrey Place www.surreyplace.on.ca Tourette Syndrome Foundation of Canada www.tourette.ca Transition Planning for Exceptional Students www.edu.gov.on.ca/eng/general/elemsec/speced/transiti.html VIEWS for Children who are Blind or Have Low Vision www.viewson.ca VOICE for Hearing Impaired Children www.voicefordeafkids.com BEHAVIOUR RELATED You Can Handle Them All www.disciplinehelp.com Positive Behaviour Intervention Supports www.pbis.org ABCs of Mental Health A Project of the Hincks-Dellcrest Centre www.hincksdellcrest.org/abc/welcome Center for Effective Collaboration and Practice www.cecp.air.org Pacer Center Champions for Children with Disabilities www.pacer.org 189

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SAFETY CRITERIA FOR DRIVERS Appendix I(5) 1. Drivers shall have and maintain in good standing at all times an Ontario Class B or Class E School Purpose Vehicle driver s licence and any additional licence required by the Public Vehicle Act, the Highway Traffic Act (Ontario), and/or the Toronto Licensing Commission Bylaws. Drivers shall satisfy all governmental requirements and be trained according to the Ministry of Transportation and Communications Training Guidelines for Drivers of Transportation Services for Physically Disabled Persons. 2. All drivers must be trained in School Bus Safety Programs and Orientation/Evacuation Drills, as outlined in Appendix F. New drivers shall be given a two-week period to obtain this training. 3. The Supplier shall provide each driver with a wallet-sized identification card bearing a photograph of the employee, suitable identification, and the employer s name and address. This identification shall be presented upon request of a parent(s)/guardian(s) or any official or academic member of the Board. 4. The Supplier shall ensure that the driver of each vehicle utilized in the provision of services shall, at all times, have in his or her possession on the vehicle an up-to-date list of the students being transported on such vehicle, indicating their full names, pick-up addresses, destinations, schedules times, and any other special instructions. The transportation on any vehicle of any persons other than bona fide students of the Board is expressly forbidden unless the prior authorization of the Transportation Department of the Board is obtained. 5. Drivers must not smoke, eat, drink, or use foul language while loading, unloading, or transporting students in their vehicles. Smoking on any vehicle, at any time, is not permitted. 6. Drivers shall assist students to and from vehicle or dwelling in necessary cases. 7. Drivers will, under no circumstances, strike or use undue physical force on any student. 8. Drivers shall report any student conduct problem immediately to the school principal. Recurring problems will be reported to the Transportation Supervisor of the Board. 9. Drivers shall not give students any sweets or toys. 10. Drivers shall not leave students unattended in the vehicle for unnecessary periods. The engine is to be turned off and the ignition key removed by the driver when leaving the vehicle, and all proper precautions shall be taken to ensure that the vehicle cannot be set in motion. 11. Drivers shall ensure that all seat belts and harnesses are properly secured and fastened around the student at all times. 12. Students must be picked up at their Board-designated pick-up location, delivered to their respective schools, and returned to their designated drop-off location. 13. Drivers must make sure that the vehicle doors are closed and that the safety locks are used at all times when the vehicle is in motion. 14. Students on crutches, or otherwise physically handicapped, should be given help to the school door. Parent(s)/guardian(s) are expected to help their child into the vehicle. 15. All drivers shall maintain listening radio contact with central dispatch at all times during the trip. 16. The unnecessary idling of school-bus motors while waiting to pick up students outside schools is prohibited. 17. Buses must use the designated bus loading zones marked at each school unless otherwise specified. 18. The school bus must not be driven in excess of five (5) kilometers per hour when on the school property. Driving is totally prohibited while the children are at play in the schoolyard. 19. At no time may the number of students in any vehicle exceed the manufacturer s specifications. 20. Under no circumstances shall students be required to stand. 21. Students incapacitated because of age or other conditions must be left in the care of a responsible adult when dropped off at school and when returned home. 22. The driver must make a check of the vehicle at the end of each trip for any sleeping students or lost articles. 23. The Supplier is required to have the driver perform a dry run of his or her routes in the week prior to 207

the commencement of the school term in September. 24. The Supplier will ensure that every driver is provided with a copy of Appendix B Other Performance Requirements. Wheelchair Service 1. Parent(s)/guardian(s) and/or school staff and drivers are collectively responsible for ensuring that each wheelchair is properly fastened and that each student is secured by a seat belt. The driver of each vehicle shall ensure that each student in the vehicle is secured by a seat belt properly fastened while the vehicle is in motion. The Supplier shall be liable for any injury resulting from the failure of a driver to ensure that each student transported is secured and properly fastened at all times while a vehicle is in motion. 2. Students in this category must be transported and secured in vehicles specifically designed for this purpose. 3. The driver will assist physically handicapped children when and where necessary. All wheelchair-locking devices shall be properly secured immediately after entering the vehicle. 4. There shall be no more than one (1) wheelchair loose or free in the vehicle, ready for unloading, at any time with driver in attendance. Developmental Disability 1. The Supplier shall safely transport those students with Developmental Disabilities, designated for transportation from time to time by the Board, from the nearest curbside in front of their residences to their respective schools, and return to the nearest curbside in front of their residences at the time designated for each student, in accordance with the terms and conditions of this RFP. 2. Parent(s)/guardian(s) are responsible for their students to and from said curbside and are instructed to have students ready at the time designated for pick-up so that no vehicle shall be required to wait longer than two (2) minutes on average to pick up a student after the regular pick-up time. 3. For student(s) designated as being medically at risk, the Supplier will transport any necessary equipment or apparatus (e.g., a ventilator, oxygen supply, suctioning device) for such students, as required when directed by the Board. 4. Car seats/booster seats It is the responsibility of the parent(s)/guardian(s) to provide a Governmentapproved car seat/booster seat that conforms to current safety guidelines. The seats must be inspected by the safety Supervisor of the Carrier, and the drivers are to be instructed as to how to properly install the seat. 5. Harness Where required and approved by a Medical Doctor (MD); Psychiatrist; Physiotherapist; Occupational Therapist or Psychologist and with the consent of the parent(s)/guardian(s), the Board will provide harnesses. Drivers will be instructed by the Carrier as to how to properly install them. 208

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Diagnostic Assessment in Support of Student Learning Policy/Program Memorandum No. 155 Analysis for Principals and Vice-Principals Use The purpose of Policy/Program Memorandum (PPM) No. 155, Diagnostic Assessment in Support of Student Learning, is to outline how diagnostic assessment tools may be used effectively to inform teaching and learning practices in the classroom in support of student achievement. PPM 155 states, The Education Act and regulations made under the act, the policy outlined in Growing Success, and related ministry policies and frameworks, such as the Ontario Leadership Framework and the School Effectiveness Framework, are not altered by the direction given in this memorandum. (p.1) PPM 155 does not apply to the following types of assessment: Special education assessments: These include educational and/or professional assessments conducted to include students with special education needs, to determine the special education programs and/or services required by these students, and/or to support decisions related to such programs or services. (Refer to Growing Success Policy Chapter 7 pages 69-74) Large-scale assessments such as: EQAO Grade 3, 6, 9 and OSSLT Programme for International Student Assessment (PISA) Trends in International Mathematics and Science Study (TIMSS) Progress in International Reading Literacy Study (PIRL) Pan-Canadian Assessment Program (PCAP) Other Ministry-mandated assessments PPM 155 also states, Teachers, principals, and school board staff share a collective responsibility and accountability for student achievement and successful implementation of policy depends on the professional judgement of educators at all levels (p.4) 1.0 Collective responsibilities of Boards, Principals and Teachers are outlined in PPM 155 as follows: 1.1 Boards Collect through the use of quality diagnostic assessment tools, valid and reliable data and information on student achievement. Shall establish and provide a list of approved diagnostic assessment tools that are consistent with their board plans for improving student learning and achievement. Will consider the criteria for selection of diagnostic assessment tools Continue to periodically review and update, where necessary, the approved list of diagnostic assessment tools. Collaborate to develop a common understanding of the planning process and the need for student data and information that can inform actions taken to improve student learning. (PPM 155, p 3-5) 220

1.2 Principals Ensure a consistent and continuous school-wide focus on student learning. Will provide leadership when working in collaboration with teachers to gather information about students learning in support of school and board improvement plans for student achievement. (PPM 155, p 5) 1.3 Teachers Teachers will use their professional judgement, as defined in Growing Success, when selecting and using diagnostic assessment tools. Teachers must utilize diagnostic assessment during the school year, selecting tools from the board s approved list. In selecting and using diagnostic assessment tools from the board s list, teachers shall determine the following: The diagnostic assessment tools that are applicable; Which student(s) will be assessed (individual student, small group, or whole class); The frequency of use of the diagnostic assessment tools; The appropriate timing of the use of the diagnostic assessment tools. (PPM 155, p 5) 2.0 Professional Judgement Growing Success, page 152 defines professional judgment as follows: Judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning. In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction. 3.0 Diagnostic Assessment In Growing Success, the term diagnostic assessment is defined as assessment that is used to identify a student s needs and abilities and the student s readiness to acquire the knowledge and skills outlined in the curriculum expectations. Diagnostic assessment usually takes place at the start of a school year, term, semester, or teaching unit. It is a key tool used by teachers in planning instruction and setting appropriate learning goals. (p. 146). Diagnostic assessment provides information that is used by teachers and students to determine what students already know and can do with respect to the knowledge and skills identified in the overall and specific expectations (p. 31 Growing Success). A list of TDSB Approved Diagnostic Assessment Tools in support of student learning that are consistent with TDSB board plans for improving student learning and achievement is attached. 221

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