coordination of services with other ministries or agencies€¦ · we look forward to this exciting...

Special Education Board Plan 2005 Bruce-Grey Catholic District School Board

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Part 18

Coordination of Services withOther Ministries or Agencies


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Co-ordination of Services WithOther Ministries or Agencies

What advanced special education planning is done for students with special needswho are arriving from other programs?

Education is the shared responsibility of the Principal, Classroom Teacher, Program SupportTeacher, support staff and the Parent(s)/Guardian(s). Ongoing communication and close co-operation among these partners and other ministries/agencies are particularly important in helpingthe student with special needs achieve success.

A parent/guardian or a staff member of an agency or school often initiates contact regarding theentry of a student with special needs to the BGCDSB system. The staff member who receives thisinitial contact must inform:

• the principal of the school the student will be attending• the resource teacher of the school the student will be attending

The resource teacher will contact the parent/guardian and the student’s current placement in orderto obtain basic information about the student with special needs. Parent/guardian is asked to providerelevant information to the school at their earliest convenience. The resource teacher shares theinformation with the principal of the school the student will be attending.

The resource teacher co-ordinates a meeting between the student’s current placement/setting andBGCDSB staff in order to determine the needs of the student. BGCDSB staff may include theclassroom teacher, the resource teacher for students with special programming needs, and supportstaff. An observation of the child in the current placement is completed if appropriate.

Prior to students with special needs arriving to the Bruce-Grey C.D.S.B., the receiving schoolarranges an In School Team Meeting. Members of the I.S.T.M. include:

• classroom teacher• resource teacher• literacy teacher• psychometrist• parent/guardian• principal

At the initial ISTM, members discuss appropriate strategies/resources which will be implementedto ensure a successful transition. With parent/guardian permission, results and/or copies of recentassessments are shared.

Assessments completed by Regulated Health Professionals (e.g.. physicians or psychologists inprivate practice or in other school boards) are reviewed for .compliance with Board standards andexpectations regarding completeness, etc. and are generally accepted as they are. Students fromother jurisdictions who arrive in our schools without an appropriate assessment are treated in thesame manner as resident students vis a vis the establishment of priority lists for assessments.


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How is information shared for students leaving the board?

Copies of reports and test data, where appropriate, are sent to those requesting the information uponreceipt of properly signed and executed forms authorizing the release of such information to a thirdparty.

Who is responsible for ensuring the successful admission of students from oneprogram to another?

The resource teacher for children with special programming needs collaborates with the In Schoolteam in developing an entry plan prior to the student entering the school system.

Who is responsible for ensuring the successful transfer of students from oneprogram to another?

The In School Team ensures that the transfer of information regarding the student is shared with thereceiving staff.

Purpose of the Standard

To provide the ministry and the public with details of the Board’s strategies to ensure a smoothtransition for students with special needs who are entering or leaving a school

Requirements

Co-operation with various partners is essential to the seamless delivery of programs andservices. This is particularly important for students with special needs who are entering or leavingsystem schools.

The Board has nurtured excellent relationships with community services providers. TheRobarts School, W. Ross MacDonald School, Thames Valley Children’s Centre, Child and ParentResearch Institute, Community Care Access Centres, Healthy Babies - Healthy Children, MadameVanier Children’s Services, the Geneva Centre through the Early Years Projects and preschoolprograms are a few examples of service providers that work collaboratively with the Board to ensuresmooth, gap-free provision of programs and services.

Assessment information provided by community service providers is important to the planningprocess. If additional information is deemed necessary, service providers, parents and school staffdetermine how the assessment information may be best obtained.


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Students leaving system schools for programs in the community or other school boards areclosely managed through the In-School Team process. Every effort is made to ensurecomprehensive information is provided to the receiving program. Case conferences, site visits, andsharing of the IEP as well as assessments are key components of effective collaboration.

A team approach is in place to ensure necessary supports to manage the Transition Process andis the responsibility of the Superintendent for ensuring that necessary supports are in place.

Healthy Babies, Healthy Children Initiative

This is an initiative from Integrated Services for Children (tri-Ministry group ~ Ministry ofCommunity and Social Services, Ministry of Health, Ministry of Education and Training). It isdesigned to ensure that all Ontario families with children (prenatally to age 6) who are at risk forphysical, cognitive, communicative and/or psycho social problems have access to effective,consistent early intervention services.

This program Is delivered through local health units in partnership with community basedhealth and social services providers. A representative from the school board participated in theinitial planning meetings, and first discussions of the current school year. No definitive role wasdefined for the Board at that time; subsequently there has been involvement through receipt ofminutes and other information surrounding implementation.

Preschool Speech and Language Initiative

This initiative was launched to ensure that every preschool-aged child who requires speech andlanguage services will receive them and acquire the communication skills needed for personal andsocial sufficiency at home and at school. There has been Board involvement throughout the termof this initiative, dating from the launch and response to the RFP process, to the selection of the localprovider and membership on the advisory committee.

Announcing ... A Partnership Between St. Anthony’s Schooland the Ontario Early Years Centre

The Kincardine satellite of the Ontario Early Years Centre - Bruce Grey Owen Sound willhave a new, larger location effective September 2nd, 2003! We are pleased to announce that twoclassrooms in St. Anthony’s have been made available to us and we look forward to continuing toprovide fun and interactive programming for families in the Kincardine area. The Ontario EarlyYears Centre offers a range of free services such as interactive early learning and literacy activitiesfor children and their parents and caregivers, information and programs to support parents/caregiversin all aspects of early child development, and links to other agencies, resources and services in thecommunity. We look forward to this exciting new partnership with St. Antony’s and the ongoingsupport from families in the community. For further information about Ontario Early Years Centreservices, please call the Kincardine site at (519) 396-3322 or the main site in Walkerton at 1-800-616-8116.


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Transitional Planning

St. Mary’s High School and Sacred Heart High School both use the Transition Planning: AResource Guide, EDU 2002 Document to construct exit plans for special needs students. Thetransition plans are designed at IPRC reviews with the input of both the student and parents. Asmost students do not have a connection with an outside agency, this affords them the opportunityto establish linkages.

When planning is done, all of the goals are post secondary related. Action of student andschool personnel relates to ensuring courses are selected to meet prerequisites for the goals. Theaction of the parent seems to consist of contact with school personnel as needed due to the fact thatmost parents leave post secondary choices to the student. Once the transition plans are establishedlittle or few changes are made except to detail the career goals. Students become more able toclearly define their goal as they move through secondary school.

The following agencies are involved with our students:• Bloorview MacMillian Centre• Walkerton & District Community Support Services• Community Living Kincardine & District • Family Support Services• Bruce-Grey Children’s Services• Bruce Children’s Aid Society• Grey Children’s Aid Society• Grey Bruce Community Care Access Centre• Hanover Mental Health Centre• Therapy Plus• Women’s House of Bruce County• Women’s Centre of Grey/Bruce• YMCA• Big Brothers/Big Sisters of Hanover


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School Based ServicesProgram Final Report

2002-2003

Date: Submitted by:April 22, 2004 Bruce MacPherson

Superintendent of Education


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I. School Board/School Authority

Name of School Board: Bruce-Grey Catholic District School Board

Address: 799 - 16th Avenue, Hanover, Ontario. N4N 3A1

Telephone: 519-364-5820

Fax: 519-364-5882

Supervisory Officer Responsible:Bruce MacPherson

Telephone: 519-364-5820

Fax: 519-364-5882

Contact Person: Bruce MacPherson

Telephone: 519-364-5820

Fax: 519-364-5882

Partnerships:We were in partnership(s) with the following Board(s) and Agency/Agencies for our Project(s):

Bruce-Grey Catholic District School BoardThe Women’s House (Grey & Bruce) Inc.Women’s House of Bruce County

Names of Schools Participating:Mary Immaculate School, ChepstowSt. Peter’s & St. Paul’s School, DurhamImmaculate Conception School, FormosaHoly Family School, HanoverSt. Anthony’s School, KincardineSacred Heart School, MildmayNotre Dame Catholic School, Owen SoundSt. Basil’s School, Owen SoundSt. Joseph’s School, Port ElginSacred Heart School, TeeswaterMother Teresa School, WalkertonSt. Mary’s High School, Owen SoundSacred Heart High School, Walkerton


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II. SBS Program Information

Proposed Outcome How Outcome wasachieved

Why Outcome was notachieved

1. Development andImplementation ofDSB/AgencyProtocol

Counsellors from both Women’s Centres used a jointcounselling consent form (Board Logo and Women’sCentre Logo) and a letter of introduction, that was usedin meetings or to accompany the permission form. Protocol meetings were conducted at the Board level andwithin individual school settings with staff and parents

2. Provision of Servicesto Childrena) Individual

# of students served: 72# of individual sessions: 776Individual sessions included the following topics: selfworth, anger, depression, relationships, body image,conflict, loss, self-harm, abuse, feelings, suicideprevention, peer pressure, conflict resolution, bullying,harassment, anger management, peace making skills,making the right choices.

b) Group Sessions # of students served: 2910# of group sessions: 161Group sessions included the following topics: respect,communication, bullying, healthy relationships, helpingand cooperating in class, peer pressure, angermanagement, how not to be bullied, family violence(staying safe, separation, divorce), death of a parent(bereavement), peer pressure, making the right choices,and getting along.

3. ProfessionalDevelopmenta) Teacher Training

Met individually and in small groups with teachers at St.Joseph’s and Mother Teresa’s covering topics such aspurpose of program, suicide intervention, CPRI andWRAP meetings.

b) Other SchoolStaff

Met with Resource Teachers regarding case management,referrals to CPRI, WRAP, Rainbows, Bruce-GreyChildren’s Services, and referrals to Children’s Aid.

c) Volunteers No.

4. Student EducationViolence Prevention

# of students: 1587# of sessions: 128Type of Session: Group & IndividualRespect, communication, bullying, relationships, conflictresolution, types of abuse, healthy relationships andviolence prevention.


Proposed Outcome How Outcome wasachieved

Why Outcome was notachieved

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5. Other ServiceOutcomes

Referrals were made for youth testifying in court toVictim Witness Program, CAS, WRAP and CPRI. Loriwas participating in case management with school staff,principals, resource teachers, and parent contacts. Alsoparticipated in interconference with schools and otheragencies.


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III. Financial Information

(See attached 021 Prevention of Violence Summary 2002-03)

PROJECTS

Project 1 Project 2 Project 3 Project 4 Total

Agency staff time (total ofper diem/hourly costs)

Travel expenses~ agency staff

Administrative costs~ agency

Administrative costs~ district school board

Teacher release time(coordinated only) ~maximum $1,000 for districtschool boards only

Other costs(specify)

Total Expenses2002-2003

Please indicate any contributions that the School Board/School Authority or community partnermade to support your project.

The Bruce-Grey Catholic District School Board provided an additional $5,232.45 in order to assistwith the necessary programming for students in our Board.


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Articulation Agreementbetween

Bruce-Grey Catholic District School Boardand

Women’s House of Bruce CountySeptember 2003 to a time when one party

gives notice of one month

The Bruce-Grey Catholic District School Board and Women’s House of Bruce County wish to establish aworking partnership that will provide a linkage between schools, students, teaching staff and the counsellingstaff of the shelter. To assist students to deal with issues of violence in family situations and/or relationshipsand is the school-based position which will assist in the preparation and delivery of classroom informationand awareness sessions; facilitate referrals to the shelter and, where appropriate, other community agencies;provide advice to teachers, administrators, counsellors and Board Support Staff; and assist in thedevelopment of protocols. This position will incorporate the powers and responsibilities of the Education Act(non-teaching staff) and the policies and procedures of Women’s House of Bruce County. The position willbe guided by the operation requirements of the Bruce-Grey Catholic District School Board and the practicesof the Women’s House of Bruce County.

Staffing

The selection of a candidate for the position will be done jointly with the expectation that the staffing beachieved by the internal secondment of an existing worker of the Women’s House of Bruce County.

Operations

It is understood that the position will be located, primarily, within the school setting and that the person willassume daily routines as per normal school operations. Referrals will be directed by the school to the workerwho will retain documentation to assist in establishing insight into the needs of students and existing gapsin service.

Funding

An estimated direct cost of seven thousand ($7,000.00) will be met by funding from the Ministry of Educationand Training. The individual assigned to the task will remain an employee of the Women’s House of BruceCounty and invoices will be submitted by the agency to the Bruce-Grey Catholic District School Board. Themonthly invoices will reflect salary, benefits, travel and incidental costs associated with direct client services(school and agency approved). The Bruce-Grey Catholic District School Board will, additionally, provide“services in kind” i.e. operational supports as per routine practices such as clerical assistance, access totelephone, office space, et cetera. This articulation agreement, otherwise, is absolutely contingent uponavailable funding from the Ministry of Education and Training.

Clinical Control

The Women’s House of Bruce County will retain clinical control to the extent, that all case material referredto this specialist position will be the subject of weekly review between the assigned worker and hersupervisor. Because the school exercises control over referrals and the referral process, the school orStudent Services Support Staff shall impose operational and/or legal limits when the case is seen to be basedon criteria associated with educational success. The methods of intervention set by the position may includeindividual counselling, group counselling, classroom instruction and awareness sessions and may be basedon home-based child welfare issues and school-based behavioural concerns acknowledged byschool/counselling staff.


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Working to ReinforceAll Partners

Improving the Lives ofChildren and Families

Through a Blend of Formaland Informal Resources

Eligibility

To be eligible for Wraparound services,typically the student must be under the ageof 16 years and attend school in Bruce orGrey counties. The student must be in needof intensive intervention due tobehavioural, emotional or educationalneeds.

Parental written consent for this referraland parental involvement in the serviceprovided is an essential prerequisite forservice.

ContactInformation

For information, please contact your child’s principal or call:

Bruce-Grey CatholicDistrict School BoardSocial Worker, Student Services799 - 16th AvenueHanover, OntarioN4N 3A1(519) 364-5882

Bluewater Board of EducationStudent Services190 - First AvenueChesley, OntarioN0G 1L0(519) 363-2014

Bruce-Grey Children’sServices 845 - 2nd Avenue EastOwen Sound, OntarioN4K 2H2519-371-47731-800-567-2384

Project Partners

Bruce-Grey Children’s Services

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Working to

Reinforce

All Partners

The Wraparound process is a way toimprove the lives of children and familieswho have complex needs. Wraparound isa philosophy and an overall approachwhich ensures that services are tailored tothe specific needs of the child and thechild’s family.

In a society that is becomingincreasingly complex and volatile, thecommunity partners recognize the need toestablish a social environment that bothnurtures and respects the special worth andvalue of each child.

GuidingPrinciples

The Wraparound process is emergingas an alternative to the traditional treatmentplanning processes inherent in the servicesfor children and adolescents.

An individualized service plan isdeveloped by a team who know the childbest, including the child and the child’sfamily. Each W.R.A.P. Team involves asocial worker, a special education resourceteacher, a child and youth worker andothers whom the family would like to haverepresented.

The basic premise of each W.R.A.P.team is to reinforce all partners insupporting the student and family.

W.R.A.P. Services

Each team has been directed to use thewidest range of interventions possible.Interventions may include the following:

• individual, family and/or groupcounselling

• in-home support

• behaviour modification

• recreational services

• use of volunteers and co-op students

• uniquely designed educationalprograms

• other interventions deemed appropriate


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Bruce-Grey Catholic District School Board

W.R.A.P.For Children

Working to Reinforce All Partners in a multi-disciplinary service for children

Program Guide for Schools and Parents2004-2005

A program of community partnerships: Bruce-Grey Catholic District School Board

Bluewater District School BoardBruce-Grey Children’s Services


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Table of Contents

Page

Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Goals of W.R.A.P . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Statement of Eligibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Multi-Disciplinary Composition of the Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Services offered by the W.R.A.P. Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

The Role of the W.R.A.P. Counsellor/Social Worker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

The Role of the W.R.A.P. Resource Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

The Role of the Community Worker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

The Role of the Clinical Consultant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

The Role of the In-School Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

The Role of the Parent/Guardian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Types of Intervention Utilized . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Small & Full Classroom Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Referral Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

W.R.A.P. Staff Members and Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16


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Mission Statement

The Bruce-Grey Catholic District School Board is committed to providing a CatholicEducation which nurtures the development of the whole student through the teachings of Christ.Programs and interventions which focus on this commitment will enable students to lead productive,healthy and happy spiritual lives. It is the Board’s vision that we, the students, staff, trustees,families and parishes, in partnership with our communities, will provide a Catholic education whichnurtures the development of the whole student by: celebrating the Sacraments, embracing theteachings of Christ and giving witness to Gospel values.

The partnership of student, parent(s)/guardian(s), teachers, community agencies and othercaring individuals allows for an opportunity to reinforce all partners in supporting the student andfamily.

Through such combined efforts, the holistic planning and program implementation will ensurethe kind of future we want for our children.

Goals of W.R.A.P.

u to promote the well-being of families and encourage the spiritual, emotional and physicaldevelopment of those involved in the process

u to reinforce and enhance the strengths of the child and family in the home and school

u to provide current holistic assessment of needs and strengths

u to assist in identifying key persons to support the child

u to provide necessary intensive services to the child through the classroom, school, home andcommunity

u to eliminate duplication of services and provide single point access for parents and schools

u to view each child from a holistic approach

u to support positive parenting strategies

u to build the capacity of schools and communities to better support the needs of children


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Statement of Eligibility

To be eligible for wraparound services, typically the student must be under the age of 16 yearsand attend school in the Bruce-Grey Catholic District School Board. These children will be in needof intensive intervention due to behavioural, emotional and/or educational needs.

Teams will consider the resources and capability of the family, school and community inmeeting the needs of the student when developing service plans.

Parental written consent and on-going involvement in the service are essentialprerequisites.

Multi-Disciplinary Composition of the Team

The actual individualized service plan is developed by a Child and Family Team ~ the four toten people who know the child best ~ including the student and the student’s family. The facilitatorhelps the family configure a Child and Family Team which could be composed of:

W.R.A.P. Social WorkerW.R.A.P. Resource TeacherC.A.S. Worker School SupportsCommunity WorkerPrincipalKey Student Services PersonnelSchool Resource TeacherClassroom Teacher Family SupportsOther Key StaffParent(s)/GuardianRelevant Family MembersKey Community Persons e.g., priest, friend, coach,

Big brothers/SistersCommunity Based Services

It is important that the services and supports written into the child and family’s service planwill be available on a continuous basis in the community over time and for as long as needed bythe child and family, as indicated in the service plan.

The use of informal services will be maximized as much as possible so that the service planis sustainable, especially when formal services are no longer available to or needed by the child andfamily.


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Services Offered by the W.R.A.P. Team

The Bruce-Grey Catholic District School Board has committed to the operation of twoW.R.A.P. teams.

In partnership with Bruce-Grey Children’s Services, a collaborative approach to determiningeligibility for service has been developed. Our goal is to provide equitable service to childrenreferred through both the schools and the mental health system.

The W.R.A.P. Team’s initial target will service children and families with an average lengthof involvement of approximately 6 months. Each team has been directed to use the widest rangeof interventions possible, given financial and ethical considerations.

Interventions may include the following:

u individual, family and/or group counsellingu assist families to develop own personal support networksu enhancement of Individualized Education Programu behaviour modificationu in-home supportu recreational servicesu use of volunteers and co-op studentsu uniquely designed educational programsu other interventions deemed appropriate

The Role of the W.R.A.P. Counsellor/Social Worker

u works with the In-School Team to determine appropriate referrals and/or level ofintervention

u works with families and schools in developing a strength/needs assessmentu facilitates the involvement of key support persons in the wraparound processu facilitates the involvement of relevant support services in the wraparound processu co-ordinates and chair meetings of the family and W.R.A.P. Team, as requiredu identifies gaps in serviceu assists in the development of a service plan for the family and childu provides direction intervention as directed by the service planu assists in providing documentation of involvement, as appropriateu facilitates social skill groups, therapeutic play and recreational groups, etc.


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The Role of the W.R.A.P. Resource Teacher

u provides educational leadership as a member of the WRAP (Working to Reinforce AllPartners) for Children Team

u attends case conferences at schools, agencies and treatment centres u provides liaison service between home, school and communityu provides behavioural support to student in a variety of venuesu assists with program planning of studentsu participates in area Special Education Identification, Placement and Review Committee

meetings and School Team Meetings, ISA claimsu collaborates and co-ordinates services with community partners, i.e., Speech & language

Pathologist, Psychometrist, literacy groups, public librariesu empowers the non-professional members such as parents, relatives or other supportive

individuals who are involved with the WRAP for Children Teamu explores alternative learning opportunities u seeks out volunteer services and supportu may provide individual, small group and/or large group instructionu provides consultation and support to teachersu provides OSR documentation as appropriateu completes assessments based on student strengths and needsu reviews O.S.R.u involved in group work, both academic and socialu conducts assessments to address programming, i.e., running records, phonemic awareness,

Brigrance, Key Math assessmentu assists in development of student programming, ie.., finds resources, provides, coverage

when needed for specified student’s needs, prepares activities for modified units, prepareshands-on manipulatives

u provides appropriate information and materials to assist school and homeu services offered as needed


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The Role of the Community Worker

(Provided by Bruce-Grey Children’s Services)

u works with the In-School Team to determine appropriate referrals and/or level ofintervention

u assists in the development of a service plan for the family and childu provides direct intervention as directed by the service plan, i.e.,

~ demonstrates positive parenting and discipline techniques~ develops safety plans~ provides in-home and access to community resources~ provides life skills and social skills~ provides counselling~ provides recreational activities with students~ provides summer programming

u provides feedback to the W.R.A.P. Team on in-home observations and child advocacyobservations

u establishes a positive working relationship with the child and family when providingintensive family support

u assists in the documentation of involvement, as appropriateu

The Role of the Clinical Consultant

(Telepsychiatry Provided by Bruce-Grey Children’s Services)

u to be available upon request to each team one half day per monthu to act as a resource for the teams as neededu to act as a liaison between teams and other support services


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The Role of the In School Team

u makes W.R.A.P. referrals

u provides a current profile of the child being referred

u works with the W.R.A.P. Team to determine appropriate referrals and/or levels ofinterventions

u assists in the development of a service plan

u provides direct support as directed by the service plan

u co-ordinates and supports the W.R.A.P. Team meetings including dates, times, locations,and parties involved

u contacts W.R.A.P. Team via telephone or e-mail when an issue has occurred with theidentified student, e.g., suspension, absence, school trips or events, serious issue atschool or home

Principal

Convenes the In-SchoolTeam and facilitates thereferral process.

Informs, supports andpromotes the W.R.A.P. forChildren process within theschool community.

Ensures the W.R.A.P.Team members haveadequate space andresources, i.e., phone, fax,photocopying

Teacher

Brings concerns to the In-School Team.

Assists the ResourceTeacher in compiling andpresenting a current studentprofile.

Assist in the development ofthe service plan.

Provides direct support asindicated by the serviceplan.

Learning Resource Teacher/School Based

Staff (i.e., guidance)

Assists in completing the referralpackage.

Assists in compiling and/ordeveloping a cur-rent studentprofile.

Assists in the development of theservice plan.

Provides direct intervention asindicated by the service plan.


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The Role of the Parent/Guardian

u provides written consent for involvement with the W.R.A.P. for Children processu provides the W.R.A.P. Team with all relevant assessments, tests and/or informationu attends W.R.A.P. meetings and assists in the development and implementation of their

unique service planu provides ongoing input and feedback into the wraparound processu participates fully in program efforts, attending all scheduled meetings, as possibleu contacts W.R.A.P. Team when an issue or change has occurred with the identified

student, e.g., suspension, absence, serious issue at home or school

Possible Types of Interventions Utilizedby various team members

u Individual, solution-focused counselling/family counsellingu Referral to: Psychometric assessments

Medical assessments including PaediatriciansOccupational therapy assessmentsAudiological assessmentsOptometry assessmentsAllergy testing

u CPRI consultationsu Toronto Sick Kids Telepsychiatry Conferencingu Facilitation to accessing community servicesu Police interventionu Child & Family Safety Plansu YM-YWCA Community Anger Management Program and YM-YWCA recreational

passesu Membership to recreational facilitiesu Other recreational activities - golf, swimming lessons, gymnastic lessons, music lessonsu Academic tutoring and assessmentu Peer tutoringu Parenting community workshops / resource packages for parents / parenting courseu ADHD Community Support Groupsu Art therapyu Music therapyu G.R.A.C.E. Program Riding Programu Respiteu Community resource transportation


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u Volunteer - Animal Shelteru Be Cool Programs in classroomsu 1•2•3 Magic Program - home/schoolu Attendance / homework contractsu Development of structured routines / expectations - home/schoolu Development of Behavioural Reward Systemu Library membershipu Big Brothers and Big Brothersu Cooking classes - parentsu Housecleaning servicesu Computer support including specific internet sites for parents/grandparentsu Quill Literacyu School intensives - client focused

Small & Full Classroom Groups

u Guidance Groupu Play Groupsu Therapeutic Recreation Groupsu Don’t Laugh At Me Programu Recess Groupsu Rainbow Groupsu Social Skills


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Referral ProcessW.R.A.P. for Children

1. In-School Team(may consult with Social Worker)

2. Forms completed- consent- referral

3. Referral reviewed by W.R.A.P. Team(school and parent notification)

4. W.R.A.P. & In-School Team and Parents

5. Information Gathering- home/school observations

- baseline data- strengths assessment- academic assessment

- social work assessment- key supports identified

6. Development of Service Plan

7. Review Service Plan(4-6 weeks)


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W.R.A.P. Staff Members

Ann-Marie Deas Social Worker 364-5820 (ext. 247)[email protected]

Joyce Primeau Resource Teacher [email protected]

Jennifer Greig Community Worker 371-4773 (ext. 136)4-2333

Jackie Remers Community Worker 371-4773 (ext. 143)Pager 373-5202

Myra Summers Community Worker 371-4773 (ext. 142)

Flexible Schedule

North W.R.A.P. Tuesdays and Thursdays

South W.R.A.P. Wednesdays and Fridays

Board Office/Other Mondays


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SCHOOL W.R.A.P. REFERRAL FORM

Date:

Child’s Name: Date of Birth:

Address:

Postal Code: Telephone:

School: Grade: Age:

Homeroom Teacher: Form Completed By:

Parental Consent Obtained: 9 Yes 9 No

Referral to W.R.A.P. Team in Area: 1 2 3 4 5 6 Catholic North Catholic South

Identified School/Family Concerns:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

What has been tried? What supports are currently in place?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

What assessments have been completed and are in OSR?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________


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Does child/youth have I.E.P., I.P.R.C. or ISA designation? Please describe.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Please describe child’s strengths.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

With whom does child reside? ____________________________________________________________

Relationship: __________________________________________________________________________

Address: ________________________________________________ Phone Number: _______________

________________________________________________ Postal Code: _________________

Parent/Guardian is in agreement with W.R.A.P. Referral: G Yes G No

Consent form has been completed: G Yes G No

Consent form attached: G Yes G No

THIS SECTION IS TO BE COMPLETED BY W.R.A.P. TEAM.

Date reviewed by W.R.A.P. Team: ______________________________________________________

Status: G Accepted/Active G Accepted/Waiting G Deferred

Guardian notification: ________________________________ ____________________Signature Date

School notification: ________________________________ ____________________Signature Date

*Please place in OSR once signed and returned


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W.R.A.P. For ChildrenWorking to Reinforce All Partners

CONSENT

The W.R.A.P. FOR CHILDREN program is a multidiscipline, shared servicebetween the Bluewater District School Board,

Bruce-Grey Catholic District School Boardand Bruce Grey Children’s Services

By signing this release, you will be giving consent to the above named agencies to share relevant informationregarding your child and family.

Name of Child:

Name of Parent/Guardian

Address:

Referral Process:Step 1: Child identified as possible W.R.A.P. Candidate.Step 2: Guardian signs Consent Form.Step 3: Referral reviewed by W.R.A.P. Team.Step 4: Referral accepted, waiting or deferred.Step 5: Guardian informed of outcome.

_____________________________________________ _____________________________Signature Date

_____________________________________________ _____________________________Signature Date

_____________________________________________ _____________________________Witness Date

Consent effective from _______________________________ to _______________________________.


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Working to Reinforce All Partners(W.R.A.P.) for Children

CONSENT TO DISCLOSURE

I, ___________________________________________________________________________________(Name and Address)

hereby authorize the W.R.A.P. FOR CHILDREN program to obtain/or release the following information:

_______________________________________________________________________________________

Between W.R.A.P. for Children and _______________________________________________________(name of individual or agency)

Information not to be disclosed: ___________________________________________________________

regarding ________________________________________ for the purpose of assessment, treatment, and (child’s name and date of birth)

educational planning.

Consent effective from _______________________________ to _________________________________

____________________________________________ ____________________________Signature Date

____________________________________________ _____________________________Signature Date

____________________________________________ _____________________________Witness Date


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FREEDOM OF INFORMATION ACTPersonal information on this form is collected under the Education Act and will be transferred to the student record folder (OSR).Questions about this collection should be directed to the School Principal or Superintendent of Education.


W.R.A.P. FOR CHILDRENWorking to Reinforce All Partners For Children

OFF-SITE CONSENT

I, ___________________________________________________, hereby authorize the following persons:Parent/Guardian

__________________________________________________Social Worker

__________________________________________________Community Worker

__________________________________________________Resource Teacher

The right to transport: _________________________________________Client

_________________________________________Client

_________________________________________Client

Off school grounds during and after school hours for the purpose of assessment, treatment, educational andrecreational planning as outlined in the service plan.

Consent effective from ____________________________ to ____________________________.

___________________________________________ _________________________________Signature Date

___________________________________________ _________________________________Signature Date

___________________________________________ _________________________________Witness Date


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W.R.A.P. FOR CHILDRENWorking to Reinforce All Partners For Children

HEALTH INFORMATION

Child’s Name: Age: Health Card #:

Doctor’s Name: Phone #:

Address:

Name and phone number of caregiver/parent and alternative contact in case of emergency:

1. Name: Phone:

2. Name: Phone:

Is there any medical condition that might prevent your child from participating in any physical activity suchas running, climbing, hiking (i.e., asthma, weak ankles, etc.). Please provide details.

Does your child have any allergies of which we should be aware of (i.e., flowers, peanuts, etc.).

Is your child on regular medication? If so, please list and detail how it is administered.

Name Administration

Name of Parent/Guardian (please print) Signature of Parent/Guardian


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High Cost Special EducationGuidelines for the Provision of Funding

The following guidelines are to assist in thereview and recommendation of First Nations

request for high cost special education funding.

Introduction

Special education is primarily a refinement of existing education programs to ensure that the needsof each child are adequately met and that children are placed in programs which permit them toreach their fullest potential.

There are two types of special education services -regular and high cost. Regular special educationservices include:

• formal and informal assessment,• part-time withdrawal• consultative services to assist teachers in modifying programs for students requiring

remedial, general and specific learning disability instruction.

Funding for these services is included in the calculation of the council-operated school formula.Where the services are purchased from a school board, funding is provided as part of the provincialtuition fees.

High cost special education services include:• self-contained special education classrooms where high enrolment levels permit• full or part-time tutor escorts for severely disabled students• specialized service purchased from provincial boards of education for students with

severe exceptionalities• in-residence care in an institution or specialized school.

Funding for high cost services is accessed on an individual student basis over and above the base.

Entry Criteria

High cost funding is available to students who are severely impaired and who would likely be unableto attend school without the provision of specialized services.

Only students in one or more of the following categories may be considered high cost:

1. Sensorily disabled -to the degree that s/he cannot function independently. This may includedeaf and hard-of-hearing, blind or severely visually disabled, trainable or educable mentallydisabled, severe communication disorders (autism, dyslexia, aphasia) or multiply-impaired.


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2. Health Factors -which are dangerous to the child in the course of a normal school life. Thesemay include severe epilepsy~ brittle bones, heart problems, extreme co-ordinationdifficulties, etc. Protection from injury is the major consideration for this group.

3. Emotional disturbance -to the degree that the child poses a potential danger to himself and/orothers. This does not include misbehaving children who should be dealt with by regularschool staff.

4. Severe learning disability - with other related problems. This is a rare disability and includesthose with problems in learning, usually with a neurological cause, so severe that they cannotattend, remember, concentrate, etc. and require almost constant direction. This group doesnot include children who have minor learning problems or those considered by a teacher torequire tutorial or remedial help.

5. Severely physically challenged -to a degree that requires highly individualized instruction,special learning materials and specific Supplies, or services not funded through regularspecial education funding.

Documentation provided should be reviewed to ensure that the child meets the entry criteria.

Minimum Documentation

The minimum documentation required (as per the regional special education guidelines) tosubstantiate recommended high cost programming and requested funding is as follows:

1. Parental consent for the release of information

2. Written evidence of the following:~ Programming adaptations in a regular classroom are not meeting the child's needs.~ The child's needs have been reviewed with the classroom teacher and all

recommendations possible within the existing resources available have been made.~ An Identification, Placement and Review Committee (IPRC) has reviewed the child's

needs and developed a program to address them.~ Documentation by a qualified educational psychologist/psychometrist and/or an

appropriate medical specialist in support of the recommended program(s).~ A budget detailing the extraordinary costs specific to the individual for whom additional

funding is requested. Should the reviewing officer feel that any of these costs areexcessive, the First Nation may be consulted to ensure that the child's needs are beingmet in the most cost-effective manner.

~ In the case of a self-contained classroom, a calculation indicating the difference betweenthe cost of the self-contained program and the funding generated by the council-operatedschool formula.

All documentation must be complete for each child nominated and all parties must be in support ofthe program recommended.


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Placement Options

There are several programming/placement options for students identified as having severeexceptionalities.

1. Placement in a regular classroom with a teacher-modified program and part/full-time tutorescort. This is an on-site program with base funding available under the council-operatedformula. Incremental costs (not provided for through existing human and/or financialresources) such as those for the tutor escort and any special materials needed would requireadditional resourcing under high cost funding.

2. In larger communities where there may be larger numbers of students with severeexceptionalities, placement may be in a self-contained special education classroom. Again,this is an on-site program with base funding available under the council-operated formula.Costs over and above the existing resources would be supplemented by high cost funding.(Note: A self-contained special education classroom must be accommodated within existingschool space.)

3. In some cases, specialized services are purchased from provincial school boards when theneeds of the child cannot be met on-site. These are non-residential programs requiring dailytransportation. Services are purchased through a tuition agreement with the board.

4. In rare cases, the student's needs may best be met by in-residence care at a specialized schoolor institution. Again, service is purchased through a tuition agreement with the school,school board, or institution.

High Cost Special Education Funding

It should be noted that all high cost special education funding is tied to individuals, not to FirstNations or school boards. As such, funding should be considered one-time only, subject to annualreview. Continued funding is premised on the student's continued need for high cost specialprogramming.

First Nations and Boards should be cautioned that they should not consider high cost resources asan ongoing addition to their funding base.

To this end, it is a requirement that the child's program be reviewed through the IPRC process onan annual basis. First Nations must submit to District substantiation of this review and an estimateof resourcing requirements for all high cost students.

Should a student no longer require high cost services, funding will not be renewed in the next fiscalyear.Firm guidelines will have to be established as to reporting deadlines for both ongoing high costprograms and newly-identified students. Suggested deadlines are May 30 for ongoing programs andOctober 30 for new requirements; however, these may be adapted to conform to District planningprocesses.


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High Cost Special Education Resourcing Requirements

Costs associated with high cost special education programming may include:

1. Materials/Equipment -Specialized materials and/or equipment may be required to supportrecommended specialized programming and need must be substantiated. Some provincial(e.g. Ontario Assistive Devices Program) or federal agencies may provide assistance inprocuring certain types of equipment.

2. Tuition and/or Residence Fees -In those cases where students are placed in day or live-inprograms off-reserve, fees are paid through provincial tuition.

3. Special Needs Bussing -Every attempt should be made to address transportationrequirements of special needs students through the First Nations regular transportationconfiguration. However, at times, it may be necessary to provide funding to facilitate achild's attendance.

Transportation options would include:~ a specially contracted vehicle to provide special needs bussing on behalf of the First

Nation~ purchased service from a school board~ an allowance for transportation provided to the child's parent (or designate) utilizing the

federal kilometric rate for Department requested use of an employee's vehicle.The guiding principles in choosing an option should be cost effectiveness and expediency.

Note: Assessment and pathology are not usually associated with high cost services. Funding for informal and some formalassessments is provided for under the council-operated school formula. Specialized pathology and assessments for the identificationof some exceptionalities are normally provided for through provincial or federal health services.


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BRUCE-GREY CATHOLIC DISTRICT SCHOOL BOARD

Physical Restraint of a Student

BP: 9-11

Approved: 03-092Reviewed: 04-246

REFERENCES• The Education Act and Regulations – Section 265, Reg. 298 • Safe Schools Act, 2000, Section 301 • For the Safety of All • Criminal Code, Sections 43, 25, 34, 35 • BGCDSB Policy Section 9, Page 5 - Policy on Reporting Children in Need of Protection• BGCDSB Safe School Document, November 2001• BGCDSB Policy Section 8, Page11 - Policy on Workplace Harassment

RELATED FORMS/PROCEDURES/DOCUMENTS• Administrative Procedure 9-11• Physical Restraint of a Student, available in First Class: Administrative/Forms

POLICY STATEMENTThe safety of all members of the school community and the school environment are protectedunder The Education Act and Regulations, the Board’s policies and procedures. The policy onphysical restraint is intended to state the Board’s position with respect to the necessity ofrestricting a student’s movement in order to ensure safety.

POLICY REGULATIONS

Purpose

This Policy is meant to provide guidelines in the use of physical restraint. These guidelines areintended to be used with all students requiring restraint, including those with special needs. Itis important to underline that physical restraint is the last and most restrictive procedure in ahierarchy of behaviour management strategies. It is only to be used as a last resort, wheresomeone’s safety is at risk, and after other less intrusive interventions that may be appropriatehave been first considered or tried. Any employee may encounter a situation where physical restraint may be necessary. This maybe as a part of a planned behaviour program for a student with special needs or it may arise inresponse to a crisis situation, with no opportunity to plan. The decision to utilize restraint relieson the educated judgment and sense of confidence of staff members.


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Administrative Procedure A.P. 9 - 11

Date: May 27, 2003Reviewed: November 23, 2004

Subject: Physical Restraint of Student

Purpose

This Policy is meant to provide guidelines in the use of physical restraint. These guidelines areintended to be used with all students requiring restraint, including those with special needs. Itis important to underline that physical restraint is the last and most restrictive procedure in ahierarchy of behaviour management strategies. It is only to be used as a last resort, wheresomeone’s safety is at risk, and after other less intrusive interventions that may be appropriatehave been first considered or tried.

GUIDELINES

Strategies

A key concept in behaviour management is prevention. In order to reduce the need to usephysical restraint, it is necessary to prevent the escalation of negative behaviour to the crisisstage. To achieve this, a number of preventative strategies have been shown to be effective.

There are available a wide range of non-intrusive strategies to try initially. These strategiesmay include such things as:

• Active Listening • Encouragement • Problem-solving • Clarifying expectations • Providing support • Redirection • Conferencing with others; i.e. In-School

Team • Communicate with parents • Restructuring the environment

• Relaxation Training • Modeling • Social Skills Training • Behaviour Modification Strategies • Planned Ignoring • Providing choices and consequences • Time-out • Peer mediation • Consult with police


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Staff Training And Team Approach

Through the Nonviolent Crisis Intervention (NCI) course, certified instructors will providetraining for staff in the Bruce-Grey Catholic District School Board. Staff training for crisisprevention emphasizes training in nonverbal and verbal intervention techniques as well astraining in physical restraint techniques. Nonverbal techniques include the effective use ofproximity or personal space, and body language. Verbal strategies involve the use of voicetone and volume, rate of speech, active listening, and the use of appropriate language. Physicalintervention strategies include restraint and transport techniques. The greatest emphasis isplaced on the effective use of the non-physical strategies in defusing or de-escalating the crisis.The physical intervention strategies are only used as a last resort and if someone's safety is atstake. Advanced training includes instructor certification.

In implementing a restraint procedure, where possible, a team approach is preferred. A teamwould consist of two or more people, at least two of whom would be trained. This approachwould enhance the safety of all concerned and would allow for some flexibility in supervisingother students in the vicinity. Student Services will develop an annual NCI training program.

Crisis Response Team

Every school will have a Crisis Response Plan that includes a member with NCI Training.

Parent/Guardian Involvement

When physical restraint, is used, the parents or guardians of children under 18 who have beenrestrained must be made aware of and have access to documentation around the incident. Forstudents who are 18 or over, as determined by the standard registration form, their permissionis needed prior to parental access to documentation.

2. INTERVENTION

Safety First

Physical restraint will only be used when the safety of the student, the safety of others, or thesafety of the environment are endangered.

It is imperative that physical restraint be used in such a way that the risk of injury isminimized.

In applying restraint in a safe manner, the force used should not exceed what is reasonableunder the circumstances.


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Judgment

The decision to use physical restraint is a matter of individual judgment; it should be used as a“last resort”, when the safety of the student or others is at risk. In making the decision aboutwhether or not to use restraint, the following factors may be relevant:

• Staff training, confidence and willingness • Level of immediate risk • Power balance (size, age, status, strength, gender) • Availability of support • Previous history of student (abuse, special needs) • Relationship to student

Once the decision to use physical restraint is made, the policy guidelines need to be followed.

Guidelines for Using Physical Restraint

When preventative strategies have not contained the crisis, non-violent physical restraint maybe necessary.The following steps illustrate the principle of using strategies that proceed from least intrusiveto most intrusive:

1. Nonverbal and/or verbal request of student to stop or alter his/her behaviour; 2. Nonverbal and/or verbal request of student and/or other to leave the situation; 3. Non-violent physical restraint.

Planned and Unplanned Use of Restraint

Planned

Physical restraint may be necessary as a component in a behaviour plan for a student withspecial needs. In this case, physical restraint should be considered to be the last resort in ahierarchy of behaviour management strategies used with that student. The behaviour planshould clearly outline the purpose of the restraint and the conditions of its use and must bedeveloped with the assistance and knowledge of parents. Only employees who have beentrained, should participate in planned restraint. Staff should be aware of the students that haveplanned restraint as part of their Behaviour Plan.

Unplanned

Unforeseen crises may arise that require the use of physical restraint. Staff judgment willgovern responses and trained members identified in the School Crisis Response Plan should becalled upon in these situations.

Follow-up

Effective procedures following restraint should include: • Assess the physical well-being of students and staff• Evaluate possible injuries and take appropriate action. • Review of crisis and follow-up discussion with involved administrators and other

relevant individuals • Inform parent and/or guardians of the incident


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• Provide time for staff to debrief personal feelings • Evaluation of the school response to the situation (School Crisis Response Plan

members) • Evaluation of the effectiveness of the student's behaviour plan (if applicable) • Further planning as appropriate.

ADMINISTRATIVE PROCEDURES

Documentation

In all situations, where a child has sustained an injury (including scratches, marks, contusions,bruises) or the child complains of an injury, Family and Children’s Services will be contactedby the person involved in the restraint along with the principal.

Documenting the use of physical restraint is necessary for both planning and accountability.The attached Physical Restraint of Student Report must be completed if a restraint hasoccurred. It should be filed in the student's OSR and a copy should be sent to theSuperintendent responsible for Student Services. Parents and students 18 years of age andolder should be made aware of the restraint documentation and be provided a copy on request.

Review Process

Due to the intrusive nature of physical restraint, yearly review and evaluation of its use isnecessary. This review process should examine:

• Adherence to the Administrative Procedures• Incidence• Reasons for using restraint• Statistics on students restrained (age, grade, type of class, gender) • Statistics on staff using restraint (staff position, level-elementary/secondary) • Training programs, prevention and restraint procedures.


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coordination of services with other ministries or agencies€¦ · we look forward to this exciting...

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