durham school district spec-education_report

Durham District School Board

201 - 2015 6

SPECIAL

EDUCATION

REPORT

SPECIAL

EDUCATION

REPORT

SECTION A SPECIAL EDUCATION REPORT - 2015/2016

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SPECIAL EDUCATION REPORT - 2015 - 2016

BOARD’S CONSULTATION

PROCESS

ROLE OF SPECIAL EDUCATION

ADVISORY COMMITTEE

SECTION A-1

SECTION A

SECTION A SPECIAL EDUCATION REPORT - 2015/2016

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ROLE OF SPECIAL EDUCATION ADVISORY COMMITTEE (SEAC) Mandate: As a statutory committee, the SEAC reports and may make recommendations to the Board regarding any matter affecting the establishment and development of special education programs and services for exceptional pupils in the Durham District School Board. Before making a decision on a recommendation of the SEAC, the Board shall provide an opportunity for the committee to be heard before the Board and before any committee of the Board to which the recommendation is referred. The Special Education Advisory Committee will be responsible for reviewing and making recommendations to the Board relative to the provision of special programs and services in such areas as: ▪ philosophy and goals ▪ services and facilities ▪ organizational structure ▪ inservice for SEAC members ▪ policies and procedures ▪ interaction with other Board committees ▪ program delivery systems ▪ annual review of special education services In accordance with The Education Act, the Regulations and other appropriate Ministry directives, and the annual review process, the SEAC will consider and advise the Board in the following areas: ▪ target pupil populations ▪ teaching and support personnel ▪ staff training and development ▪ curriculum modification and design ▪ instructional equipment and materials ▪ accommodation ▪ transportation - policies and practices ▪ community resources ▪ survey of current services ▪ liaison with and use of other agencies ▪ special education funding: development of the annual budget ▪ other matters relative to special education as determined by the committee and/or

requested by the Board See SEAC Orientation Handbook, Section C for information regarding membership, responsibilities, meetings, nomination process including: ▪ names and affiliations of members ▪ roles and responsibilities ▪ meeting times, place, format (SEAC meetings are open to the public) ▪ nomination process ▪ members’ contact information ▪ means of participation (SEAC meetings are face to face, at least

monthly from Sept-June) ▪ SEAC Parent Survey biannually

SECTION B SPECIAL EDUCATION REPORT - 2015/2016

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SPECIAL EDUCATION REPORT - 2015-2016

SPECIAL EDUCATION PROGRAMS AND SERVICES

BOARD’S GENERAL MODEL for SPECIAL EDUCATION

SECTION B-1



MISSION

DURHAM DISTRICT SCHOOL BOARD

“Ignite Learning”

The Durham District School Board's Special Education Report complies with the Canadian

Charter of Rights and Freedoms, the Ontario Human Rights Code, and the Education Act and

other relevant legislation.



SPECIAL EDUCATION DEPARTMENT (2015-2016)

SECTION B SPECIAL EDUCATION REPORT- 2015/2016


SPECIAL EDUCATION REPORT - 2015 - 2016

ROLES

and

RESPONSIBILITIES SECTION B-2



The Ministry of Education defines roles and responsibilities in elementary and secondary education in several key areas:

▪ legislative and policy framework ▪ school system management ▪ funding ▪ 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

ensures that school boards provide appropriate special education programs and services for their exceptional pupils

establishes the funding for special education through the structure of the funding model. The model consists of the Foundation Grant, the Special Education Grant, and other special purpose grants

requires school boards to report on their expenditures for special education sets province-wide standards for curriculum and reporting of achievement requires school boards to maintain special education reports, review them annually, and submit

amendments to the ministry requires school boards to establish Special Education Advisory Committees (SEACs) establishes Special Education Tribunals to hear disputes between parents and school boards regarding

the identification and placement of exceptional pupils establishes a provincial Advisory Council on Special Education to advise the Minister of Education

on matters related to special education programs and services operates Provincial and Demonstration Schools for students who are deaf, blind, or deaf-blind, or who

have severe learning disabilities The district school board or school authority: establishes school board policy and practices that comply with the Education Act, regulations, and

policy/program memoranda monitors school compliance with the Education Act, regulations, and policy/program memoranda requires staff to comply with the Education Act, regulations, and policy/program memoranda provides appropriately qualified staff to provide programs and services for the exceptional pupils of

the board obtains the appropriate funding and reports on the expenditures for special education develops and maintains a special education report that is amended from time to time to meet the

current needs of the exceptional pupils of the board reviews the report annually and submits amendments to the Minister of Education provides statistical reports to the ministry as required and as requested prepares a parent guide to provide parents with information about special education programs,

services and procedures establishes one or more IPRCs to identify exceptional pupils and determine appropriate placements

for them establishes a Special Education Advisory Committee provides professional development to staff on special education.

The Special Education Advisory Committee: makes recommendations to the board with respect to any matter affecting the establishment,

development, and delivery of special education programs and services for exceptional pupils of the board

participates in the board’s annual review of its special education report



The Special Education Advisory Committee: Continued participates in the board’s annual budget process as it relates to special education reviews the financial statements of the board as they relate to special education provides information to parents, as requested The school principal: carries out duties as outlined in the Education Act, regulations, and policy/program memoranda, and

through board policies communicates Ministry of Education and school board expectations to staff ensures that appropriately qualified staff are assigned to teach special education classes communicates board policies and procedures about special education to staff, students, and parents ensures that the identification and placement of exceptional pupils, through an IPRC, is done

according to the procedures outlined in the Education Act, regulations and board policies consults with parents and with school board staff to determine the most appropriate program for

exceptional pupils ensures the development, implementation, and review of a student’s Individual Education Plan (IEP),

including a transition plan, according to provincial requirements ensures that parents are consulted in the development of their child’s IEP and that they are provided

with a copy of the IEP ensures the delivery of the program as set out in the IEP ensures that appropriate assessments are requested if necessary and that parental consent is obtained The teacher: carries out duties as outlined in the Education Act, regulations, and policy/program memoranda follows board policies and procedures regarding special education maintains up-to-date knowledge of special education practices where appropriate, works with special education staff and parents to develop the IEP for an

exceptional pupil communicates the student’s progress to parents works with other school board staff to review and update the student’s IEP.

The special education teacher, in addition to the responsibilities listed above under “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 parent/guardian: becomes familiar with and informed about board policies and procedures in areas that affect the child participates in IPRCs, parent-teacher conferences, and other relevant school activities participates in the development of the IEP becomes acquainted with the school staff working with the student supports the student at home works with the school principal and teachers to solve problems is responsible for the student’s attendance at school The student: complies with the requirements as outlined in the Education Act, regulations, and policy/program

memoranda complies with board policies and procedures participates in IPRCs, parent-teacher conferences, and other activities, as appropriate



ROLE AND FUNCTION OF THE SUPERINTENDENT

OF EDUCATION/SPECIAL EDUCATION At the Board level - THE SUPERINTENDENT OF SPECIAL EDUCATION SHALL:

1. Supervise: a) The Education Officer(s) - Special Education b) The Chief Psychologist - Division of Psychological Services c) The Chief Speech and Language Pathologist - Division of Speech, Language, and

Hearing Services d) Chief Social Worker e) Mental Health Leader f) Principals of all Area Schools through their Area Superintendents

2. Supervise the professional development activities for all support staff; 3. Supervise the development and implementation of curriculum and new programs; 4. Ensure that policies and procedures are developed and followed in accordance with The

Education Act, the regulations and the directions of the Durham District School Board;. 5. Coordinate all Special Education Programs and Services; 6. Serve as liaison with local, regional, and provincial governmental representatives and

recognized associations; 7. Assume the staff supervisory role of the Special Education Advisory Committee (SEAC); 8. Be involved in the approving of requests for educational assistants, transportation, and

budget; 9. Give approval for special education conferences; 10. Be involved in the identification and placement of exceptional students by service as member

of the IPRC or assign a designate to perform this duty; 11. Supervise the operation of Grove School (Section 23 Classes) and Supervised Alternative

Learning (SAL).



At the School level - THE SUPERINTENDENT OF SPECIAL EDUCATION: 1. Or designate, shall attend school team meetings regarding selected students upon special

request from the area team; 2. Or designate, shall observe exceptional students in self-contained special education classes

and in regular classes where students have been mainstreamed; 3. Or designate, shall solicit the involvement and support of selected school team members for

current pilot projects; 4. Shall approve such in-service sessions at the board level that are delivered during school

hours, and shall approve the absences of the selected participants; 5. Shall liaise with school personnel regarding matters that pertain to special education.



ROLE AND FUNCTION OF THE EDUCATION OFFICER

- SPECIAL EDUCATION

At the Board level - THE EDUCATION OFFICER SHALL: 1. Be centrally assigned and shall report to the Superintendent of Education - Special

Education; 2. Establish special education program priorities in response to the Ministry of Education

initiatives, Board policies and the Special Education Report; 3. Work with area and regional officers, facilitators, speech-language, hearing, vision and

psychological services and school-based special education staff to ensure the coordination of services for and promote inclusion of students with special needs;

4. Coordinate special education processes through ongoing review of the School Team Manual

and Board Policies and Procedures; 5. Work with the Education Assistant Allocation Committee and Employee Services to

coordinate allocation of educational assistant support to students; 6. Work in cooperation with Special Education Facilitators, Area Officers, Facilities Services,

Transportation, Operations and school administrators to identify staffing needs and locations for regional special education classes;

7. Work with the Transportation department to meet transportation needs for students with

special needs; 8. Collaborate with Facilities Services staff to assess, establish priorities and approve

appropriate accessibility and special education class construction projects; 9. Maintain an accurate database identifying the current location, needs and projected future

locations of students with physical disabilities and provide reports as requested; 10. Work with Technology Services and Special Education staff to promote the application of

technology to support students with special needs; 11. Support ongoing IEP development, in-service and provision of resources to staff in

developing appropriate curriculum modifications; 12. Coordinate the Board’s special education funding process requirements in collaboration with

regional, area and school staff, maintain accurate and current centrally located records, and prepare budget reports as requested;

13. Liaise with Area Superintendent regarding any staffing difficulties with job assignments, or

difficulties at local area schools;



14. Work with central office staff, areas and schools for the effective use of personnel and

resources; 15. Provide leadership to and manage the operations of special education staff; 16. Coordinate the intake and IPRC process and service delivery options; 17. Coordinate Special Incidence Portion (SIP) high needs funding applications and Special

Equipment Amount Claims (SEA); 18. Maintain accurate computer records for special education IPRC information, providing

reports as requested; 19. Coordinate home instruction and special education lunch supervision and bus monitors; 20. Liaise with Special Education and Policy staff from the Ministry of Education, SEAC, other

boards, colleges and universities, school administrators, special education department heads, parent/guardians and community;

21. Provide special education expertise to staff and trustees; 22. Assume such other duties as are assigned. At the School Level - THE EDUCATION OFFICER SHALL: 1. Attend case conference meetings when invited by the Special Education Facilitator or a

designate.



ROLE AND FUNCTION OF VICE PRINCIPAL

- SPECIAL EDUCATION

THE VICE PRINCIPAL SHALL:

1. Collaborate with the Superintendent of Special Education and the Special Education

Officer to establish special education program priorities in response to the Ministry of Education initiatives, Board policies and the Special Education Strategic Plan and the Special Education Report

2. Work with area and regional officers, facilitators, speech-language, hearing and vision teachers, psychological services and school-based special education staff to ensure the coordination of services for and promote inclusion of students with special needs

3. Support special education processes through ongoing review of the School Team Manual, Board Policies and Procedures

4. Work with the Education Assistant Allocation Committee to coordinate allocation of Educational Assistant support to students

5. Work with Durham Student Transportation Services and the Transportation Committee to meet transportation needs for students with special needs

6. Assist the Special Education Officer in collaborating with Facilities Services staff to assess, establish priorities and approve appropriate accessibility and special education class construction projects

7. Work with Technology Services and special education staff to promote the application of technology to support students with special needs

8. Support ongoing I.E.P. development, in-service support and provision of resources to support staff in developing appropriate I.E.P.’s

9. Process and approve the Board’s S.E.A. claims and maintain a central database for all S.E.A. equipment

10. Work with central office staff, areas and schools for the effective use of personnel and resources

11. Provide leadership to and manage the operations of special education staff 12. Supervise and evaluate Special Education Facilitators and Itinerant Teachers for Vision

and Hearing 13. Coordinate the intake and I.P.R.C. process and service delivery options 14. Maintain accurate records for special education I.P.R.C. information, providing reports as

requested 15. Coordinate home instruction, special education lunch supervision, and bus monitors 16. Liaise with Special Education Policy and Programs Branch staff from the Ministry of

Education, S.E.A.C., other boards, colleges and universities, school administrators, special education department heads, parents and the community

17. Provide special education expertise to staff and trustees 18. Assume such other duties as are assigned

At the School Level - THE VICE PRINCIPAL SHALL: 1. Attend case conference meetings when invited by the Special Education Facilitator or a

designate.



ROLE AND FUNCTION OF THE

INSTRUCTIONAL FACILITATOR / SPECIAL EDUCATION Responsibilities: The Special Education Facilitator is responsible to the Superintendent of Education/Special Education, the Special Education Officer and the Vice-Principal of Special Education. Area/School: * act as a resource to schools on matters regarding Special Education * work in a direct partnership with in-school staff at both elementary and secondary levels to support students with special needs * assist classroom teachers and special education resource teachers with appropriate programming for identified, integrated students * recommend and supply resources to special education and classroom teachers * have an understanding of the IPRC process, facilitate reviews, ensure all documentation is complete * have an understanding of the funding sources, e.g. Special Equipment Amount (SEA) and Special Incidence Portion (SIP) and knowledge of students with high needs * recommend appropriate placement for exceptional students * have an ability to provide information and to communicate effectively with parents, staff and special education advocacy groups * act as a liaison for the special education teachers in both elementary and secondary panels * have experience in providing in-service and professional development to a variety of audiences * full understanding of special education and the various placements * experience in both elementary and secondary panels an asset



ROLE AND FUNCTION OF THE

SPECIAL EDUCATION FACILITATOR (GIFTED) The Special Education Facilitator (Gifted) works with parents/guardians, teachers, SERTs, psychological services and principals to identify gifted children, determine appropriate placement and develop differentiated curriculum to meet the needs of the gifted learner. IDENTIFICATION, PLACEMENT AND REVIEW - THE SPECIAL EDUCATION FACILITATOR (GIFTED) SHALL: 1. Help teachers and administrators to recognize general characteristics of the intellectually

gifted; 2. Screen all nominated grade 3 students and all nominated student in other grades in the region

for possible inclusion in the gifted program; 3. Assist resource staff in the administration and interpretation of group tests; 4. Bring suitable candidates to IPRC; 5. Compile class lists for self contained gifted classes; 6. Establish criteria; 7. Attend IPRC (upon request) for mainstreamed gifted students; 8. Attend IPRC for all gifted students in self-contained classes; 9. Maintain up-to-date records for all identified gifted students. PROGRAMMING - THE SPECIAL EDUCATION FACILITATOR (GIFTED) SHALL: 1. Assist with appropriate programming for mainstreamed students/enriched groups; 2. Assist teachers of gifted classes with planning, classroom strategies and selection of

resources (including demonstration lessons at the host schools); 3. Provide support/resources for teachers with gifted students in their classrooms upon request

of the teacher; 4. Develop enrichment materials; 5. Assist teachers to prepare IEPs; 6. Provide enrichment/gifted resources and input to groups developing curricula; 7. Maintain and upgrade professional gifted resource library; 8. Plan and implement special events for gifted classes (Think Bowl, Debate Competitions,

Theatresports, Science/Math Olympics, etc.).



ADVISORY - THE SPECIAL EDUCATION FACILITATOR (GIFTED) SHALL: 1. Provide resource information to parents/guardians and parent organizations; 2. Host parent/guardian information evenings; 3. Organize orientation days for perspective students; 4. Advise parents/guardians wishing to change boards or moving into the region; 5. Deliver SERT in-services regarding group testing and IEPs; 6. Organize gifted teacher staff meetings to share Ministry information, organize board-wide

events and discuss programming issues; 7. Provide professional development to teachers through conferences, workshops, research and

curriculum development; 8. Attend school team meetings when requested; 9. Act as liaison with other boards, MOE and other organizations.



ROLE AND FUNCTION OF THE INSTRUCTIONAL FACILITATOR FOR

ADVANCED TECHNOLOGY - SPECIAL EDUCATION

Responsibilities: The Instructional Facilitator for Advanced Technology is responsible to the Superintendent of Education/Special Education, the Special Education Officer and the Vice-Principal of Special Education. School Support Responsibilities: -act as a resource to schools on matters regarding Special Education and the effective implementation of advanced technology that supports student achievement - work in a direct partnership and act as a coach with in-school staff at both elementary and secondary levels to support students with special needs, especially in the area of technology

- assist in the development, implementation and training of PowerTPM special education database

- have an understanding of the SEA claim process and knowledge of students with special needs and how advanced technology can support their development including coordination of high speed scanning process

-set up, manage and train the use of small devices (i.e. iPods and iPads) allocated through SEA developed resources (documents, videos) to assist teachers/parents in their understanding and use of advanced technology including BYOD

- assist and coach classroom teachers and special education resource teachers with appropriate programming that includes advanced technology for students - have an ability to provide information and to communicate effectively with parents, staff and special education advocacy groups



ROLE AND FUNCTION OF HEARING RESOURCE SERVICES Resource teachers for the Deaf/Hard of Hearing are centrally assigned and are responsible to the Superintendent of Special Education through the Education Officer for Special Education. STUDENT CRITERIA 1. Hearing Resource Services are available for any student in a regular class or special

education class who has been identified with permanent hearing loss by an Ear, Nose and Throat physician and/or a clinical audiologist. The degree of hearing loss may range from borderline normal to profound.

2. Students are referred to Hearing Resource Services by the school’s special education

resource teacher, parents/guardians, medical personnel, outside agencies or other school boards.

IDENTIFICATION CRITERIA The Ministry of Education category Communication: Deaf and Hard of Hearing is an impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound that adversely affects educational performance. REFERRAL PROCESS

1. The SERT coordinates the DDSB intake package. This includes a consent for service, consent for service checklist and a copy of Audiogram

2. Documentation is submitted directly to the Administrative Assistant for Hearing Resource Services or to the Area Team secretary if other board services are involved.

3. The Educational Audiologist and chief Speech and Language Pathologist review the documentation. Review may also include an observation.

4. A series of assessments is completed by the Hearing Resource Teacher to evaluate the ability of the student to use their hearing and communication to perform in a school environment. The Hearing resource Teacher consults with the Speech and Language Pathologist for any pertinent information. The assessment data determines the degree of involvement and level of support by Hearing Services.

5. Recommendations arising from the assessments may necessitate additional referrals including the educational audiologist and referral to appropriate community agencies. Students meeting the criteria for Identification will be referred to the Identification Placement and Review Committee (IPRC) and support from Hearing Services will be determined. Students are identified at an IPRC and appropriate placement is determined. This may include placement in a self-contained class, or the regular class with withdrawal or indirect support. In consultation with the School Team, referrals not meeting the criteria for Hearing Services will be closed. Parents will be notified of the decision by the SERT or HRT.

6. Service is delivered by a trained teacher of the Deaf/Hard of Hearing (referred to as a Hearing Resource Teacher in our system).

IDENTIFICATION , PLACEMENT AND REVIEW COMMITTEE (IPRC)



1. Students are identified at an IPRC and appropriate placement is determined. The Hearing

Resource Teacher facilitates the IPRC process in conjunction with the School Team. 2. An Individual Education Plan (IEP) is developed for each identified student in

collaboration with appropriate personnel. An IEP may contain alternative expectations developed by the Hearing Resource Teacher in collaboration with School Team and appropriate personnel.

3. The Hearing Resource Teacher may attend and report at the IPRC of students with hearing impairments or they may provide information indirectly to the IPRC.

DELIVERY OF SERVICE Support to students varies depending on the nature and extent of the hearing impairment and its impact on the student’s ability to access information and perform classroom tasks. Either a Direct Service delivery model or Consultative Service delivery model may be recommended. This service delivery will be reviewed annually or upon a change in student need.

1. Direct Service by the Hearing Resource Teacher is provided for: Students who require support to develop auditory skills and manage their auditory needs.

This support includes:

Academic, Language, vocabulary and/or skills development in their classroom placement (regular or small class);

Withdrawal from class to give 1:1 support or supported in the classroom setting; Have alternative expectations if appropriate to the needs of the student; Receive coordinated FM and sound field equipment support; Receive Special Equipment Allotment (SEA) support as per claim criteria; Receive direct instruction as per the SEA claim criteria funding by the Ministry.

2. Consultative Service by the Hearing Resource Teacher is provided for: Students receiving consultative services may not require any specific academic

intervention to be successful in their classroom placement (regular or small class) and therefore may be seen several times or once a year depending on their auditory needs.

Special Education classrooms where students with hearing loss have been referred. Consultation will support SERTs, classroom teachers and EAs for individual student programs and programs relevant to hearing

Do not require any specific academic intervention to be successful in their classroom

placement (regular or small class);

May be seen several times or once a year depending on their auditory needs; primary supports are provided by the school team in consultation with the Hearing Resource Teacher.

RESOURCE SUPPORT



Hearing Resource Teachers support staff and parents/guardians with information about hearing loss and its educational implications, hearing aids, FM system teaching strategies.

Professional Development opportunities. Ongoing communication with parents/guardians regarding program implementation is

provided. Modifications to the classroom’s acoustic environment, in consultation with the

educational audiologist. Hearing Resource Teacher is available to participate in school team meetings and

parent/guardian interviews. DDSB DEAF/HARD OF HEARING CLASSES The Durham Board offers fully self-contained classes for the D/HH. ALTERNATIVES TO COMMUNITY-BASED EDUCATION Other programs are available outside of the Durham District School Board. These include:

Provincial Schools These schools are primarily residential with limited enrollment. Students apply through their school boards and are screened and selected. The Ministry schools serving this region are Sir James Whitney School located in Belleville and E.C. Drury School located in Milton.

These programs follow a bi-lingual and bi-cultural model and are designed for students who prefer a learning environment with American Sign Language (ASL) as the primary language of instruction in Deaf culture and Deaf community.



ROLE AND FUNCTION OF VISION RESOURCE SERVICES

Resource Teachers for the Visually Impaired and Blind are centrally assigned and are responsible to the Superintendent of Special Education through the Education Officer for Special Education. STUDENT CRITERIA 1. Vision Resource Services are available for any student in a regular class or special education

class who has been identified with a permanent vision loss by an ophthalmologist, optometrist or medical doctor. The degree of vision loss may range from significant field loss or visual acuity of 20/70, which is the threshold of low vision, to total blindness.

2. Students are referred to Vision Resource Services by the school special education resource

teacher, parents/guardians, medical personnel, outside agencies or other school boards. IDENTIFICATION CRITERIA The Ministry of Education category, Physical: Blind and Low Vision, is determined by a condition of partial or total visual impairment that, even with correction, adversely affects educational performance. Identification of Physical: Blind and Low Vision, is determined by reduced visual acuity, reduced visual field. Criteria for low vision is visual acuity in the range of 20/70 to 20/200 in the better eye with correction. Criteria for legal blindness is a visual acuity in the range of 20/200 in the better eye with correction to a measure approaching blindness or a reduced visual field to 20 degrees or less. REFERRAL PROCESS 1. The SERT doordinates the DDSB intake package. This includes “Parent Consent for

Service” form, a consent for service chiecklist and a Vision Report completed by an ophthalmologist, optometrist or medical doctor that identifies visual acuity and includes a diagnosis of vision loss.

2. Documentation is submitted directly to the Administrative Assistant for vision or to the Area Team secretary if other Board Services are involved.

3. A Functional Vision Assessment, completed by a Vision Resource Teacher, evaluates the ability of the student to use their residual vision to perform in a school environment. The results of the functional Vision Assessment determines the degree of involvement by Vision Services.

4. Recommendations arising from the Functional Vision Assessment may necessitate a referral for an Orientation and Mobility Assessment, registration with Ministry of Education Resource Services Library, and referral to appropriate community agencies.

5. Students meeting the criteria for Identification will be referred to an Identification, Placement and Review Committee (IPRC) and support from Vision Services will be determined. In consultation with the School Team, referrals not meeting the criteria for Vision Services will be closed. Parents will be notified of the decision by the SERT or VRT.

6. Service is delivered by a trained teacher of the blind (referred to as Vision Resource Teacher in our system).



IDENTIFICATION, PLACEMENT AND REVIEW COMMITTEE (IPRC)

An Individual Education Plan (IEP) is developed for each identified student in collaboration with appropriate personnel. An IEP may contain alternative expectations developed by the Vision Resource Teacher in collaboration with the School Team and appropriate personnel.

DELIVERY OF SERVICE Support to students varies depending on the nature and extent of the visual impairment and its impact on the student’s ability to access information and perform classroom tasks. Either a Direct Service delivery model or Consultative Service delivery model may be recommended. This service delivery will be reviewed annually or upon a change in student need. 1. Direct Instruction by the Vision Resource Teacher is provided for: Students who are blind requiring braille instruction and alternate formats with full

integration to grade level curriculum; Students who are legally blind requiring print with pending braille, technology and

significant materials preparation for grade level curriculum; Students who are legally blind requiring advanced technology, tactile skill development

and alternate format materials. This support includes:

Withdrawal from class to give 1:1 Support or supported in the classroom setting; Have expanded core instruction expectations (Functional Academic skills including

Communication Modes, Self Determination Skills, Social Interaction Skills, Daily Living Skills, Recreation and Leisure Skills, Career/Vocational Skills, Technology, Visual Efficiency Skills), if appropriate to the needs of the students;

Receive Special Equipment Allotment (SEA) support as per claim criteria Receive direct instruction as per the SEA claim criteria funding by the Ministry Access assessment and support of travel skills by the Orientation and Mobility Specialist.

2. Consultative Service by the Vision Resource Teacher is provided for:

Students with low vision or vision conditions with evidence of a vision loss that may not require any specific academic intervention to be successful in their classroom placement(regular or small class) and therefore may be seen several times or once a year depending on their vision needs.

Special Education classrooms where students with vision loss have been referred. Consultation will support SERTs, classroom teachers and EAs for individual student programs and programs relevant to Vision.

RESOURCE SUPPORT Vision Resource Teachers support school staff and parents/guardians with information about: Impact of vision loss and its educational implications; Interpretation of vision and medical reports; Magnification and assistive devices used by the student with visual impairments; Assistive technology;



Professional development opportunities; Student specific accommodations to access information and complete classroom tasks; Classroom management strategies and accommodations to optimize visual performance. Vision Resource Teach is available to participate in school team meetings and

parent/guardians interviews. ALTERNATIVES TO COMMUNITY BASED EDUCATION Students who are visually impaired may apply for registration at a Provincial School. The W. Ross Macdonald School for the Blind is in Brantford, Ontario. It is primarily a residential school and has placement opportunities for students who are blind, low vision, visually impaired with multiple handicaps or deaf-blind. Students may apply for registration through their home school board. Each student application goes through a screening and selection process by the staff at W. Ross Macdonald School of the Blind.



ROLE AND RESPONSIBILITIES OF THE CHIEF PSYCHOLOGIST The Chief Psychologist is responsible for the quality of psychological services carried out for referred students and the provision of direct services to students and consultative support to school personnel and parents/guardians in order to assist students to function within the school system and make satisfactory academic progress. DUTIES AND RESPONSIBILITIES - THE CHIEF PSYCHOLOGIST SHALL: 1. Determine appropriate procedures to ensure adequate psychological assessment and

programming is carried out; 2. Supervise, through regular monitoring, the preparation of reports and recommendations for

individual pupils; 3. Conduct performance reviews of Psychometrists and Psychologists under the guidance of the

Superintendent of Special Education; 4. Provide psychological services to students in Durham schools as outlined for the role and

responsibilities of Psychological Services staff; 5. Interpret results of assessments and recommendations to parents/guardians, teachers,

principals and other appropriate authorities as determined by the Superintendent of Special Education;

6. Carry out such special projects of a psycho-educational nature as are necessary and

practicable, and as are approved or requested by the Superintendent of Special Education; 7. Provide information and input to administration and to serve on committees as directed by

the Superintendent of Special Education; 8. Maintain personal scholarship through study, visitation, in-service programs and

conferences; 9. With crisis referrals, see or assign appropriate Psychological Services staff to see student

within 48 hours; meet with parents/guardians, when appropriate make external referrals and prepare written reports;

10. Assist students and schools with programming in behavioural, academic and developmental

problems; 11. With respect to crisis and behavioural management, consult with school personnel regarding

students exhibiting serious behavioural, emotional and social problems; 12. In consultative role, assist school personnel, parents/guardians and Student Services staff to

make decisions, identify exceptional students, facilitate individualized and classroom programming.

13. Provide skill related programs to students (i.e., study and social skills) and contribute to in-

service programming within the organization.



14. Attend meetings as requested.

ROLE AND FUNCTION OF PSYCHOLOGICAL SERVICES Psychological Services staff assists schools in working with students who experience social, emotional, behavioural, educational and learning difficulties within the school setting. Ongoing consultation and/or direct service can be provided for both students in regular class programs and for students identified with exceptional learning needs. SPECIFIC SERVICES AVAILABLE TO BOTH ELEMENTARY AND SECONDARY PANELS 1. Behavioural Assessment and Programming: ongoing evaluation of variables contributing to

a student’s behaviour and methods of implementing behaviour management strategies.

2. Psychoeducational Assessment: formal testing to consider development or learning variables contributing to a student’s elementary and secondary school programming.

3. Counselling of Students: self and school/parent/guardian referrals; individual/group. 4. Crisis Intervention: suicidal intent, school avoidance, bereavement and abuse. 5. Group Interventions: social skills, anger management, self-esteem and conflict resolution. 6. Liaison to Community Agencies: facilitate referrals to appropriate community resources and

assist with the collaborative working relationship between community agencies and Durham District School Board staff.

7. In-service to school staff and presentations to parent groups: for example:

parenting ADHD workshops conflict resolution behaviour management

self-esteem depression study skills anti-bullying

8. Program development and implementation: for example:

conflict resolution social skills incentive groups/

programing

Behaviour management systems

anger management anxiety management

9. Completion of testing/documentation: for SEA process as required.



PSYCHOLOGICAL SERVICES CONSULTATION TO ASSOCIATED AND

DEVELOPMENTAL CLASSES Psychological Services responds to students who are referred on an individual basis when presenting significant behavioural problems by: 1. Consulting with teachers regarding development and implementation of behavioural

intervention strategies; 2. Working with the classroom teacher to develop and deliver programs adapted for children

with diverse learning needs; 3. Providing functional assessments of incoming student as required to determine placement

recommendations; 4. Provide functional assessment of students when required for classroom, community and

vocational placement; 5. Liaising with parents/guardians, group home staff and outside agencies regarding

behavioural programming.



ROLE AND RESPONSIBILITIES OF THE

CHIEF SPEECH AND LANGUAGE PATHOLOGIST School Team Support - THE CHIEF SPEECH AND LANGUAGE PATHOLOGIST SHALL: 1. Coordinate speech, language, and hearing services in Durham schools provided by

Speech and Language Pathologists, teachers of the Deaf/Hard of Hearing, Interpreters and Intervenors;

2. Coordinate and attend the identification, placement and review of students with hearing

impairments and/or students with speech/language disorders, upon request; 3. Prepare materials for language teaching for use by speech, language, special education

resource and classroom teachers; 4. Identify and recommend appropriate materials and personalized equipment for use with

students with speech, language and hearing problems; 5. Maintain departmental record keeping; 6. Coordinate the provision of transportation for hearing impaired students; 7. Recommend the establishment of special services/programs; 8. Assist superintendents and principals in establishing and maintaining appropriate

programs; 9. Coordinate and participate in advertising, recruiting and selection of Speech/Language

Pathologists, teachers of Deaf/Hard of Hearing, Interpreters and Intervenors; 10. Receive/distribute/respond to all correspondence and reports from outside agencies

pertaining to school-aged students with communication disorders requiring intervention and/or follow-up;

11. Maintain regular contact with agencies providing services to school-aged children to

facilitate the coordination and ongoing monitoring of speech-language services for pupils and children approaching school age;

12. Represent the Board on committees and projects which impact on speech-language

hearing services delivery to children, e.g., District Health Council Pre-school Speech and Language Services Committee;

13. Develop information resources as required; 14. Liaise with Area Superintendents, Administrative Officers and Principals regarding

Speech-Language Pathology and hearing services at the school level including service issues such as guidelines for consent, replacement for personnel on leave, and other issues relating to speech/language/hearing support services;



15. Provide clinical supervision and completion of appraisals for Speech-Language

Pathologists, Sign Language Interpreters, and Deaf/Blind Intervenors including on-site observations, review of reports, professional management plans and consultation as required;

16. Coordinate services and administrative support for Deaf and Hard of Hearing and

services for students attending Provincial Schools for the Deaf. In Class Support - THE CHIEF SPEECH AND LANGUAGE PATHOLOGIST SHALL: 1. Respond to enquiries of school staff regarding speech, language, or hearing impairment

issues; 2. Assist with the development and implementation of Individual Education Plans (IEPs) for

students with language/learning disorders, hearing impairment, multiple exceptionalities; 3. Consult and provide in-class support to students, teachers, and parents/guardians of

students in Multiple Exceptionalities classes.



ROLE AND FUNCTION OF

THE SPEECH AND LANGUAGE PATHOLOGIST School Support Team: THE SPEECH AND LANGUAGE PATHOLOGIST SHALL: 1. Work collaboratively with Special Education staff and school staff to map out specific

needs of schools and students by discussing appropriate interventions and methods of addressing needs.

Interventions may include: ∙ A review of student’s school record; ∙ Classroom observation; ∙ Interviews with parents/guardians and/or school personnel; ∙ Formal and/or informal assessment measures; ∙ Teacher consultation; ∙ Classroom demonstration lessons; ∙ Direct service or counselling; ∙ Augmentative/alternative communication support for students who are non-verbal; ∙ School and home programming; ∙ Liaising with outside agencies/personnel to receive and make referrals; 2. Work in consultation with all Special Education Support Team members and the schools

to address requests for services. The major focus of service involves consultation and program support to teachers, parents/guardians and students with speech, oral language, hearing, listening and literacy problems that affect access to curriculum and academic progress;

3. Work with schools to assist in appropriate identification and classroom placement when

necessary (including intake assessments of students from other District School Boards); 4. Work in partnership with school teams to organize and provide language and learning in-

services for teachers and parents/guardians; 5. Participate in Special Equipment Amount Claims (SEA) process by providing the

appropriate documentation to support application.



In-class Support: THE SPEECH AND LANGUAGE PATHOLOGIST SHALL: 1. Maintain regular on-site contact with students, classroom teachers, principals, and

Special Education Resource Teachers to discuss student/program needs in a direct and efficient manner;

2. Assess students’ speech, oral language, listening and literacy skills/needs in partnership

with teachers, parents/guardians and the students themselves; 3. Recommend program accommodations/modifications in conjunction with students, staff

and parents/guardians. ADVISORY In addition to involvement with students with communication disorders, the Speech-Language Pathologist is a resource available to all classroom teachers with regard to issues such as:

∙ Promoting general language stimulation strategies; ∙ Developing early literacy skills; ∙ The relationship between oral and written language; ∙ Behavioural issues related to communication ability; ∙ Developing and improving listening skills; ∙ Enhancing effective social language interactions; ∙ Recognizing children at-risk for academic failure due to underlying communication

deficits or delays; ∙ Fluency (stuttering); ∙ Voice disorders. LIAISON The Speech and Language Pathologist liaises with outside agencies/personnel, e.g., Bloorview Kids Rehab, Hospital for Sick Children, Grandview Children’s Centre, Durham Preschool Speech & Language Program, Lakeridge Health Community Services, Central East Community Access to Care (School Health Support Services), physicians, audiologists and other professionals in the community, to receive or make referrals as necessary. PROJECT RESPONSIBILITIES ∙ Participate in board-wide initiatives such as Early Literacy. ∙ Participate in curriculum writing teams on request. ∙ Participate in special education initiatives.



DUTIES AND RESPONSIBILITIES OF THE

INTERVENOR/FACILITATOR FOR STUDENTS WHO ARE DEAF-BLIND

MISSION STATEMENT The Intervenor in the educational setting functions as part of the educational team providing one-to-one instructional support which allows the child to take part in, and benefit from, existing educational programs and facilities within the community. The Intervenor’s role is to facilitate or provide access to communication between the student who is deaf-blind and other students, teachers, support staff, parents/guardians and others involved in the educational program, school and community. Each student is unique, therefore each intervention will vary with the specified needs of the student. QUALIFICATIONS Intervenors are specially trained graduates of college programs such as George Brown College of Applied Arts and Technology. They are trained to provide consistent visual and auditory information to the student who is deaf-blind. They use a total communication approach to make the student who is deaf-blind aware of what is occurring around him/her and to attach language to the learning activity. Intervenors are hired by the Durham District School Board to work, not as a classroom assistant, but as a one-to-one intervenor implementing the programs designed and written by Deaf-Blind specialists, e.g., resource consultants from W. Ross Macdonald and/or Durham District School Board Program support personnel from Hearing and Vision Resources. REPORTING One member of the education team for the student who is deaf-blind is the intervenor who works under the supervision of the classroom teacher with input from Program Services Resource Support Personnel, i.e., Itinerant Vision and Hearing Resource Teachers. Duties and responsibilities including, classroom assignments and timetables are planned in conjunction with the classroom teachers, school principal and resource support team.



RESPONSIBILITIES OF INTERVENOR 1. The Intervenor shall relay all visual and verbal messages given in class using the

student’s preferred mode of communication (This may include signing, tactile signing, voice, Braille, cues, written notes, etc..)

2. The Intervenor shall accurately relay instructional information, including subtleties and

nuances that speech conveys, and visual information. 3. The Intervenor shall transmit the student’s questions and replies to questions to the

teacher in the language level used by the student. 4. The Intervenor should not speak on behalf of the student or teachers, but should

encourage both to speak to one another directly, facilitating the communication. 5. The Intervenor may be required to explain questions on a test while ensuring that the

answer is not provided. 6. The Intervenor will, with permission and direction from the teacher, be required to assist

the student in composing written answers, initiated by the student, or to interpret the student’s expressive answers into written form.

7. The Intervenor will maintain confidentiality of information as stated in the Intervenor

Organization of Ontario’s Code of Ethics. As part of the educational team, the Intervenor may have access to information such as grades, standing in the class, personal or health history, etc.. This type of information may be discussed within a case conference as appropriate, but must be kept confidential.

8. The Intervenor shall provide activities/strategies to stimulate residual hearing and vision

addressing sensory integration and changes in levels of functioning. 9. The Intervenor will maintain a professional manner throughout all facets of the

intervention process. 10. The Intervenor may be required to perform attendant care duties such as lifting,

transferring, bathing, feeding and toileting. 11. Intervenors shall be familiar with school rules and strive to encourage the student who is

deaf-blind in understanding and following all rules established by the school’s administration.

12. The Intervenor will strive to obtain the necessary background information required to

work with the student who is deaf-blind, and use his/her preferred mode of communication.

13. The Intervenor will strive to gain further knowledge and skill in all areas of intervention. 14. The Intervenor will be available to provide information and workshops at staff meetings,

educational conferences and case meetings as requested by the school principal. 15. The Intervenor will act as a sighted guide and assist the student in orienting to his/her

environment.



OTHER DUTIES ASSIGNED: 1. Review new vocabulary prior to lessons, e.g., technical terms in various school subjects

and as part of lessons; 2. Teach new vocabulary and/or grammatical constructions under the supervision of the

classroom teacher; 3. Review vocabulary and lesson concepts with the student to ensure adequate

comprehension; 4. Provide daily anecdotal reports of classroom activities for the student. These reports are

submitted to the classroom teachers; 5. Provide information and support for teachers and students in the integrated classes to help

them fully understand and accept the student who is deaf-blind including teaching the various modes of communication as requested/required;

6. Provide support to the student who is deaf-blind in facilitating the use of skills which

enhance independence and effective use of an Intervenor; 7. Keep the classroom teacher apprised of any difficulties that would interfere with the

educational progress of the student who is deaf-blind; 8. When the student who is deaf-blind is confined to home or hospital, the Intervenor may

continue working with the student in that setting. If the student is severely ill, the Intervenor will work in the school to prepare appropriate deaf-blind activities or assist the school wherever the principal deems appropriate;

9. Address the needs of the student including adaptations to existing equipment and

materials provided by the educational team as deemed necessary.



DUTIES AND RESPONSIBILITIES OF

THE INTERPRETER/TRANSLATOR/FACILITATOR

ROLE The Interpreter in the school setting functions as part of the educational team supporting students who are Deaf/Hard of Hearing. The Interpreter’s primary function is to facilitate or provide access to communication for students who are D/HH within the classroom and school setting throughout the school day. REPORTING The Interpreter works within the classroom setting under the direction of the teacher. Daily duties and responsibilities including all classroom assignments and timetables are planned by and coordinated at the school level through the Special Education Resource Teacher (elementary)/ Special Education Head (secondary) and the School Principal. Interpreter hiring, assignments to schools and professional development are the responsibility of the Chief Speech-Language Pathologist. DUTIES AND RESPONSIBILITIES 1. The primary role of the Educational Interpreter is to sign all spoken messages and voice

all signed messages in the class. In addition, the Educational Interpreter shall voice all information, as required for students using an oral mode of communication.

2. The Educational Interpreter will sign using American Sign Language (ASL), Signed

Exact English (SEE), or fingerspelling as needed in order to accurately deliver the instructional information including the subtleties and nuances that speech conveys.

3. The Educational Interpreter shall be familiar with school rules and code of conduct. The

Interpreter will support/encourage students who are Deaf/Hard of Hearing in understanding and following all rules established by the school’s administration.

4. The Educational Interpreter may be assigned additional responsibilities when not

interpreting. These may include providing information to staff regarding the role of the interpreter in the education setting, participating in Deaf awareness workshops, attending team meetings and case conferences as needed. Consideration of the Interpreter’s primary role must be considered carefully prior to taking on any assignments that would interfere with that function of supporting students who are Deaf/Hard of Hearing in the classroom.

5. The Educational Interpreter will be adequately prepared for each class.

This may involve:

• Planning and preparing for the interpreting task through reviewing teaching material relevant to the subject;

• Discussion with the teacher regarding ways to increase the interaction between the student who is Deaf/Hard of Hearing and his/her peers;

• Researching new signs or learning specialized signs.



6. The Educational Interpreter shall, if requested, assist school staff and other individuals by

providing:

• Information or referring inquiries to other sources on issues related to hearing impairment, sign language or Deaf culture;

• Reinforcement/clarification/explanation of subject matter to the student who is Deaf/Hard of Hearing under the supervision of the teacher;

• Selected sign language vocabulary to other students and school staff who are not deaf in order to promote greater social awareness and acceptance of sign language within the school community, e.g., participation in sign language clubs;

• Daily anecdotal reports to the subject and/or special education teacher regarding the in class activities for students who are Deaf/Hard of Hearing.

7. The Educational Interpreter shall transmit a student’s questions or replies to questions to

the teacher in the language level used by the student. 8. The Educational Interpreter should not speak on behalf of the student or teacher, but

should encourage both to speak to one another directly while facilitating the communication (as needed).

9. The Educational Interpreter must be capable of working in a given setting, keeping in

mind that each class has its own procedures and technical language; should understand the material; and should be able to interpret the subject without embarrassment or over-emotional involvement. It is the responsibility of the Educational Interpreter to research unfamiliar subject material so that it can be interpreted fluently in the classroom.

10. The Educational Interpreter will, with permission and direction from the instructor, be

required to assist the student in composing written answers, initiated by the student, or to interpret the student’s signed answers into written form.

11. Interpreters will at all times dress in accordance with the school dress code.

The Educational Interpreter will consider carefully his/her attire in order to reduce eye strain for the deaf student. The hands must be clearly visible against the interpreter’s clothing. The interpreter should position him/herself close to the teacher in order for the student to be able to view them both with ease.

12. The Educational Interpreter will maintain confidentiality of information as stated in the

AVLIC/RID Code of Ethics. As part of the educational team the interpreter may have access to information such as grades, standing in the class, personal or health history etc. This type of information may be discussed within a case conference as appropriate but must be kept confidential.

13. The Educational Interpreter will provide support to students who are Deaf/Hard of

Hearing in facilitating the use of skills which enhance independence and effective use of an Interpreter, e.g., encouraging the student to recognize how and when to ask appropriate questions to gain information and to clarify concepts, working with teachers to develop ways of increasing interaction between the student who is Deaf/Hard of Hearing and his/her peers.



14. The Educational Interpreter will keep the student’s home room teacher and the Teacher

of the Deaf/Hard of Hearing apprised of any difficulties or situations that would interfere with the educational progress of the student who is Deaf/Hard of Hearing.

15. The Interpreter may perform primary duties in a variety of settings, in and outside of the

classroom, including: instructional activities, field trips, club meetings, assemblies, counselling sessions and athletic competitions.

QUALIFICATIONS: ∙ Graduate of a recognized Interpreter Training Program (ITP); ∙ Ability to interpret effectively, matching the communication needs of the student; ∙ Maintain membership in good standing with the Association of Visual Language

Interpreters of Canada and Registry of Interpreters for the Deaf (AVLIC/RID). PROFESSIONAL DEVELOPMENT Educational Interpreters shall submit an annual professional development plan to the Chief Speech-Language Pathologist outlining goals and objectives leading toward Certification from AVLIC/RID, or successful completion of the Ontario Interpreting Screening (OIS), offered by the Canadian Hearing Society. Interpreters shall also attend monthly Interpreter Network Meetings at the Education Center.



ROLE OF THE EDUCATIONAL AUDIOLOGIST

School Team Support - THE EDUCATIONAL AUDIOLOGIST SHALL: 1. Serve as a liaison between clinical audiologists and the school board personnel regarding

the auditory management of students with hearing loss or auditory processing deficits; 2. Work collaboratively with hearing resource teachers, special education/resource teachers,

and speech language pathologists; 3. Provide intervention including: ∙ Interpretation of diagnostic and hearing aid information; ∙ Formal/informal assessment; ∙ Classroom observation; ∙ Evaluation of classroom acoustics; ∙ Recommendations for personal FM or sound field systems; ∙ Teacher consultation on classroom communication strategies; ∙ Counselling of student and family;

4. Organize and provide in-servicing for students, teachers, speech language pathologists,

and parents/guardians on nature of hearing loss and its implications, communication strategies, noise reduction, assistive devices, FM system and hearing aid troubleshooting, developments in rehabilitative practices and technical advances.

5. Manage existing FM equipment, including repair and summer servicing, and the purchase

of accessories, as well as the replacement and purchase of new equipment through SEA. In-class Support - THE EDUCATIONAL AUDIOLOGIST SHALL: 1. As requested, make on-site contact with students, teachers, principals, and special

education resource teachers to discuss students’ needs in a direct manner and in collaboration with hearing resource teachers;

2. Assess students’ listening needs in partnership with teachers, parents/guardians and

students themselves. ADVISORY In addition to involvement with deaf/hard of hearing students, the educational audiologist is a resource available to all staff with regard to issues such as: ∙ Impact of hearing loss and rehabilitative choices; ∙ Development of listening skills and self-advocacy; ∙ Technical devices. LIAISON The Educational Audiologist shall liaise with outside health practitioners: private practice and hospital-based clinical audiologists (including those at Bloorview Kids Rehab, Grandview Treatment Centre, Hospital for Sick Children), otolaryngologists, etc., to receive or make referrals as necessary.



ROLE AND RESPONSIBILITIES OF THE CHIEF SOCIAL WORKER

THE CHIEF SOCIAL WORKER SHALL: 1. Coordinate and provide clinical supervision/consultation to social workers and attendance

counsellors; 2. Evaluate the performance of and complete performance appraisals of the social workers

and attendance counsellors; 3. Ensure compliance with professional and ethical standards of practice as outlined by the

Ontario College of Social Workers and Social Service Workers; 4. Ensure confidential records and reports are secure and that social work and attendance

documents meet professional and legal requirements; 5. Have knowledge of Board policies and legislation that social work and attendance

services deliver; 6. Evaluate the delivery of social work and attendance services to ensure that the identified

needs of students, specific populations and areas are met; 7. Organize and facilitate the delivery of social work and attendance services within the

Board; 8. Liaise and consult with community agencies, professionals, Ministries to facilitate

effective program delivery; 9. Facilitate the establishment of Board policies and guidelines when requested; 10. Identify the need for internal committees and facilitate the establishment and ongoing

maintenance of these committees where appropriate; 11. Have involvement in Board and/or community committees as appropriate; 12. Provide ongoing consultation to teachers, administrators, schools and parents/guardians.



SERVICES PROVIDED TO STUDENTS AND FAMILIES: 1. Assessment of strengths and needs of students within the context of family, school and

community; 2. Development of an intervention plan to address the student’s needs; 3. Short-term individual counselling of student; 4. Group counselling/interventions; 5. Short-term family intervention; 6. Consultation to parents/guardians; 7. Crisis intervention services to students. CONSULTATION WITH: 1. School staff about interventions within and outside the classroom; 2. School administrators regarding interventions with students and staff; 3. School staff to provide appropriate feedback regarding student’s goals and successes; 4. Interdisciplinary team members; 5. Board administration on delivery of programs within schools, about the needs of schools

with high risk populations; 6. School staff and administrators when critical incidents occur within schools. COLLABORATION AND COMMUNICATION WITH: 1. Other providers of family and children’s services to provide a continuum of services for

students and their families; 2. Community resource providers to plan coordinated services that will benefit the students

and their families; 3. Community committees providing representation and input from Boards and school

communities; 4. Community partners on protocols, policies and procedures of working together across

system.



PREVENTION PROGRAM DELIVERY: 1. Offer presentations in such areas as: Social skills development; Anti-bullying; Self-esteem; Problem-solving.

2. Identify schools which require prevention programs from outside the Board and

coordinate delivery of these programs; 3. Promote and collaborate with community partners in the delivery of specialized

programs; 4. Provide in-service training to parents/guardians. PROFESSIONAL DEVELOPMENT IN-SERVICES 1. Offer presentation to school staff and other relevant Board staff on topics such as: Legislation of mandated child abuse reporting; Effective communication with parents/guardians; Suicide prevention and early warning signs of students at risk.



ROLE AND FUNCTION OF SOCIAL WORK SERVICES Social Workers work with students, families, teachers and administrators in a variety of ways to resolve social, emotional and behavioural issues that impede a student’s progress. SERVICES PROVIDED TO STUDENTS AND FAMILIES: 1. Assessment of strengths and needs of students within the context of family, school and

community; 2. Development of an intervention plan to address the student’s needs; 3. Short-term individual counselling of student; 4. Group counselling/interventions; 5. Short-term family intervention; 6. Consultation to parents/guardians; 7. Crisis intervention services to students. CONSULTATION WITH: 1. School staff about interventions within and outside the classroom; 2. School administrators regarding interventions with students and staff; 3. School staff to provide appropriate feedback regarding student goals and successes; 4. Interdisciplinary team members; 5. Board administration on delivery of programs within schools, about the needs of schools

with high risk populations; 6. School staff and administrators when critical incidents occur within schools. COLLABORATION AND COMMUNICATION WITH: 1. Other providers of family and children’s services to provide a continuum of services for

students and their families; 2. Community resource providers to plan coordinated services that will benefit the students

and their families; 3. Community committees providing representation and input from Boards and school

communities; 4. Community partners on protocols, policies and procedures of working together across

system.



PREVENTION PROGRAM DELIVERY: 1. Offer presentations in such areas as:

Social skills development; Anti-bullying; Self-esteem; Problem-solving.

2. Identify schools which require prevention programs from outside the Board and

coordinate delivery of these programs; 3. Promote and collaborate with community partners in the delivery of specialized

programs; 4. Provide in-service training to parents/guardians. PROFESSIONAL DEVELOPMENT IN-SERVICES 1. To school staff and other relevant Board staff on topics such as:

Legislation of mandated child abuse reporting; Effective communication with parents/guardians; Suicide prevention and early warning signs of students at risk.



ROLE AND FUNCTION OF ATTENDANCE SERVICES An Attendance Counsellor’s role is defined within the Education Act & Instructions for the Use of Computerized Enrollment Registers for Elementary and Secondary Schools. Attendance Counsellors provide services to students under 18 years of age who exhibit attendance problems. THE ATTENDANCE COUNSELLOR SHALL: 1. Work with school staff on “right to attend” issues; 2. Provide services to students and families where attendance remains a problem despite in-

school support; 3. Work with school staff to promote regular attendance, early intervention, and to provide

prevention programs; 4. Act as a consultant to Secondary Student Success Teams. EARLY IDENTIFICATION - THE ATTENDANCE COUNSELLOR SHALL: 1. Liaise with in-school personnel to identify students who are at risk for non-attending; 2. Ensure that students who have been identified as at risk continue to be monitored as they

make the transition to high school; 3. Provide in-services to teachers to assist in the early identification of at risk students. PREVENTION - THE ATTENDANCE COUNSELLOR SHALL: 1. Facilitate the implementation of class and school wide initiatives that speak to attendance

issues; 2. Consult with school personnel to assist them in resolving attendance issues before referral

to the attendance counsellor is necessary; 3. Provide resource materials relating to attendance to school and communities.



INTERVENTION - THE ATTENDANCE COUNSELLOR SHALL: 1. Upon receipt of a written referral, identify the factors that are inhibiting a student’s

attendance by consulting with: School administration; Appropriate staff; Families; The student; Community agencies; Board support services.

2. Implement a plan that is intended to enable the student to attend school which may include:

Individual counselling; Family support; Modification of educational program; Referral to Board support services and/or community agencies; Referral to alternative programming (SALEP); Consulting with Attendance Review Committee; Provincial Court. 3. Review student’s attendance to determine whether further interventions are required.



ROLE AND FUNCTION OF MENTAL HEALTH LEADER

Provide leadership for the Board's Child and Youth Mental Health and Addictions Strategy. The Mental Health Leader will enhance professional staff mental health/addictions expertise and provide reports to the Minisry of Education, Board, Senior Management, committees and others as required, development of protocols related to mental health/addictions, coordinating the Board's Mental Health and Addictions Steering Committees, attending Special Education Management Meetings. Coordinate, align and implement Board-wide Mental Health and Addiction Strategy. THE MENTAL HEALTH LEADER SHALL:

1. Work with a variety of system leaders to coordinate, develop and implement a Board strategy to support student mental health and well being in a tiered support model.

2. Serve as liaison and Board representative for provincial mental health initiatives (Mental health ASISST) and collaborate with other mental health leaders across the province.

3. Establishes board wide programs/approaches to support student mental health education.

4. Lead a Mental Health Steering Committee composed of clinical staff or clinicians, principals, community partners, teachers and students to provide ongoing advice and recommendations, making direct links to the Safety and Well Being and Equity and Inclusive Education Teams.

5. Develop a survey and conduct a scan of the current state to determine areas of need and areas where effective practice already exists.

6. Coordinate the delivery of mental health awareness and mental health literacy programming to a variety of stakeholders within the Board and facilitate these staff training sessions.

7. Clarify and establish protocols for schools to support students with mental health concerns including promotion, prevention for all students as well as intervention strategies in a tiered approach.

8. Enhance and foster collaborative relationships with community stakeholders and agencies and establish/clarify protocols for accessing service.

9. Coordinate Suicide prevention awareness and training. Be accountable to ensure all mental health initiatives are implemented effectively throughout the Board.

10. Perform other duties as assigned.



ROLE AND FUNCTION OF THE SPECIAL

EDUCATION RESOURCE TEACHER (SERT) Direct Support Personnel Organization: Parent volunteer letter, EA allocation form, secondary school co-op supervisor. O.S.R. intake: Screen and organization. Direct Support Scheduling: For: EAs, volunteers, co-op students, SERT’s, etc.. Direct Support Programing: For: EAs, volunteers, co-op students, SERT’s, homework programming, etc. training/in-serving of EAs, volunteers, co-op students, etc.. Direct Support Communication: Parents’ consent, teachers. Program Modification In-servicing to Staff: Provide support materials. School Team Meeting: Initial meeting with all classroom teachers to discuss at-risk and identified students. IEP: In-servicing Transition planning (PPM 156) Area Team Meeting Communication re: New Admissions: Parents, previous SERT, teacher, outside agencies, area team. Ministry of Education October / March Report Integration of Special Education Classes and Reverse Integration Communication with parents of Identified and At-risk students Assisting Classroom teacher in Report Card Writing and IEP Evaluations Coordination and Implementation of Reading Programs: E.g., Paired Reading, Repeated Reading, First Steps. Gifted Identification Process Kindergarten Students: Review teacher screens and concerns; Speech and language screens and concerns.



Communication: Special Education Procedures and Issues Facilitating IPRC Process EQAO Record Keeping Direct Service: Assessment – Informal / Formal / Screens / Diagnostic / Baseline etc.; Student observations; Profiles; Student Support:

- In-class and/or withdrawal; - Test taking; - (Aim for half of the time allocated for direct support);

Class visits; Homework programs / Check-ins / Check-outs / Agenda; Monitoring of behaviour modification programs / incentive programs; Study Skills program; Social Skills programs. SIP/SEA Funding Packages Review of Placement High School Assistance: Assist with high school course option / selection sheets; Assist with grade 8 visits / orientation for high school; Assist teachers to update expectations / modifications of IEP.




EARLY IDENTIFICATION

PROCEDURES

and

INTERVENTION

STRATEGIES

SECTION B-3



EARLY IDENTIFICATION PROCEDURES

and

INTERVENTION STRATEGIES The Durham District School Board recognizes the importance of the first contact parents have with the school system. It is the policy of each school to provide a welcoming orientation for all students entering school for the first time, including those who may have special needs. Once a child with special needs has been registered, the school and the parents will work with the Special Education resource staff to collect and review information related to the child’s needs and formulate a plan for school entry. Strong partnerships exist with agencies serving pre-school children. Discussions may be held before a child begins school to help identify needs of the student. For a student with special needs, the process typically involves:

a contact with pre-school providers information sharing with parental permission resource staff visits to the pre-school meetings with parents/advocates and consultative staff formation of an entry plan including consideration for accessibility issues,

equipment needs, class match and support required arrange visits for student and parents to the new site in-service workshops as required for the staff involved with the student

Much of the early identification of children at risk is done by agencies serving the whole community. The many agencies serving the Durham Region are listed in the Kindergarten Organizational Guide. Communication with the school well in advance and careful monitoring in the school setting through teacher observation and portfolio assessment can lead to the setting of meaningful educational expectations in the early years. A wide range of assessment and program resources and instructional strategies may be used to support the needs of all learners as well as children who require significant modifications beyond the classroom program expectations.



The Board supports these initiatives by providing resources and in-service opportunities for classroom teachers, special education staff and school administration such as:

Levelled Literacy Interventions (LLI) Leaps and Bounds (L & B) Gap closing Benchmark Assessment System (BAS) Key Links Math Readers PRIME Numeracy Nets

The continued guidance of resource staff is also available to support teachers in program modifications, accommodations, scheduling and use of appropriate resources. As mandated by the Ministry of Education in Policy/Program Memorandum No.11, these procedures are part of a continuous assessment and program planning process which is initiated when the child is first enrolled in school or no later than the beginning of a program of studies immediately following kindergarten and should continue throughout a child’s school life. It is possible that some children may be referred to an IPRC for identification/placement in later grades. However, meaningful inclusion in the stimulating language-rich early years classroom is desirable for all students regardless of need. Please refer to the Parents Guide to Special Education section B-4 for policies/procedures informing parents that their child is having difficulty and may require an IPRC. The Durham District School Board’s approach to Literacy and a summary from the Teacher Survey on Assessment and Implementation of Reading and Writing are included here.




THE IDENTIFICATION,

PLACEMENT and REVIEW

COMMITTEE (IPRC)

PROCESS and APPEALS

SECTION B-4



SPECIAL EDUCATION

Parent’s Guide

DURHAM DISTRICT SCHOOL BOARD 400 Taunton Road East

Whitby, Ontario, L1R 2K6 1-800-265-3968 or (905) 666-5500

TTY: (905) 666-6943



Parent’s Guide

The Durham District School Board recognizes that within the student population a wide spectrum of educational needs may exist. Addressing these needs involves using a range of approaches. Responsibility for a student’s education is shared by the student, parents and school team.

The Education Act defines an exceptional pupil 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 of exceptionalities provided by the Ministry of Education and Training. http://www.edu.gov.on.ca/eng/parents/speced.html 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; and

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.

Special education services are defined in the Education Act as the facilities and resources, including support personnel and equipment, necessary or developing and implementing a special education program.

What is Durham’s Approach to Special Education?

Who is identified as an exceptional pupil?

What is a special education program?

What are special education services?

http://www.edu.gov.on.ca/eng/parents/speced.html



The Case Conference is intended to be an informal, problem-solving team. The purpose of the Case Conference is to arrive at the best possible placement to meet the needs of the student. As such, parents are key players in any decision-making. It is hoped that parents will feel comfortable and free to participate actively in the discussion of their child’s education. Students over 16 years of age may attend the Case Conference and participate fully. The chairperson of the team will introduce everyone, explain the purpose of the meeting, and encourage parents to participate fully in the discussions. At the Case Conference the chairperson will ask that a summary of all information be presented to the team. Parents will be offered an opportunity to review this information. The Case Conference will review all available information about your child. The members will:

consider and 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 as 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 they

feel if would be useful to do so; and

consider any information that you submit about your child or that your child submits if

he or she is 16 years of age of older

The team may discuss any proposal that has been made about a special education program or special education services for your child. Team 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. At this time, the team should describe the nature of the self-contained class or mainstream option to you. Options may also include provincial or demonstration schools run by the Ministry of Education and Training. Transportation may be provided depending on your child’s needs, age and the location of the program. Parents will be invited to ask questions and to join in the informal discussion.

An Identification, Placement and Review Committee (IPRC) is a legal committee of the Durham District School Board. It is mandated under Regulation 181 of the Education Act.

What happens at a Case Conference?

What is an IPRC?



The committee will:

decide whether or not your child should be identified as exceptional;

identify the areas of your child’s exceptionality according to the categories and definitions of exceptionality provided by the Ministry of Education;

after considering the options available, the committee will also decide an appropriate placement for your child based on individual needs and strengths;

review the identification and placement at least once in each school year.

Identification is based on parent or school’s realization that the student has issues that need to be addressed with appropriate support. The process includes assessment by school board professionals and the results are shared at school team meetings (or case conferences) with the parents. If appropriate, then an IPRC may be requested.

The school team may request an IPRC based on their assessment of our child’s progress. They will inform you in writing;

You, as a parent/guardian, have the right to request an IPRC. The request must be written and sent to your child’s school principal. The principal shall organize the IPRC and inform you in writing of the process and timelines.

Within 15 calendar days of receiving your request, the principal must provide you with a copy of the Parent Guide. Before the IPRC will be held, the principal or chair will provide you with written notice of when the IPRC shall meet (location, date and time). If the date is not convenient you may request an alternate date or time and the principal or chair will try and accommodate your request. Let the school principal know as soon as possible if you cannot attend. If you do not want to attend then the principal will forward to you a copy of the IPRC form and a written statement of the decision of identification and the recommendations of placement after considering the options available.

Staff who have come to know and work with your child will attend an IPRC. You as the parent are key to the meeting. If your child is 16 years or older they should attend. If your child is younger and it is appropriate, they may attend. You may choose and are encouraged to bring a representative(s). If you need an interpreter, one can be provided. There will be three people designated from the board. These ay include a Superintendent and/or Principal. It may

How is an IPRC meeting requested?

Who attends an IPRC?



include the Special Education Officer, or other Education Officers from the central office. Others might include:

Special Education Resource Teacher (SERT), or Head of Special Education from the school

The classroom teacher and/or other teachers from the school

Facilitators form the area or central team

Professional support staff – speech and language or psychological services Either you or the principal of your child’s school may make a request for the attendance of others at the IPRC meeting. At the IPRC everyone will identify themselves and let you know of their relationship to your child.

At least 10 calendar days in advance of the date, the principal or chair of the IPRC will inform you in writing. It will contain the location, date and time of the meeting. It will ask you if you want to attend. You are welcome to bring other people with you such as a representative from a local community agency. Please let the principal or chair know who else you may be brining to the IPRC. By appointment, and IPRC may be scheduled outside of school hours. If you cannot attend let the principal or chair know as soon as possible and they will attempt to provide you with an alternate date or time.

The IRPC is intended to be a formal meeting. The purpose of the IPRC is to formally consider and document your child’s strengths and needs. A regular classroom placement (mainstream placement) should be considered as the first option. Before recommending a placement in a special education class (small class placement) the IPRC must decide whether this placement will meet your child’s needs and be consistent with your wishes. At the IPRC, the chairperson will ask that a summary of strengths and needs be presented to the committee. Parents will have been offered an opportunity to review this information prior to the meeting. The IPRC will review all available information about your child. The members will:

consider and educational assessment of your child;

What happens at the Identification, Placement and Review Committee (IPRC) meeting?

How will you know about an IPRC?



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 as 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 they

feel if would be useful to do so; and

consider any information that you submit about your child or that your child submits if

he or she is 16 years of age of older

The committee may discuss any proposal that has been made about a special education program or special education services for your 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. Parents will be invited to ask questions and to join in the discussion. A placement decision will usually be made immediately. In addition, an identification and placement decision will be formalized. The chairperson will explain it carefully. Parents will be given a written record of the recommendations of the committee. The committee:

decides if your child is “exceptional”, and if so, designates the area of exceptionality as defined by the Ministry of Education and Training

will examine placement options based on your child’s needs and strengths where the IPRC has identified your child as exceptional

decides on one of five placement options defined by the Ministry of Education as outlined:

o a regular class with indirect support o a regular class with resource assistance o a regular class with withdrawal assistance o a special education class with partial integration o a special education class full time

will list the reasons for that choice if placement will be in a self-contained class

may recommend specific programs or services

What decisions can the IPRC make?



An IEP is an Individual Education Plan. The IEP is developed by the school with consultation and input from you the parent, and from the school team and may include input from the central board staff. It must include:

a statement of the student’s strengths and needs;

specific education expectations;

an outline of the special education program and services that will be provided;

a statement about the methods by which your child’s progress will be reviewed; and

a plan for all macro transitions (such as the transition between grades or schools) The IEP must be completed within 30 schools days after your child has been formally placed in the program by an IPRC, and the Principal must ensure that you receive a copy of it. Every student in the fall will receive an updated IEP within 30 working days of the start of school. The IEP is a working document that will be updated for every reporting period, or as student needs and strategies change.

Small class placements are only offered at certain schools in the Durham District School Board. Some small classes are only in an elementary setting, some exist only in the secondary setting, and others exist in both.

Associated

Behaviour Assessment

Behaviour Intervention

Deaf and Hard of Hearing

Developmental

Gifted Program

Language

Learning Strategies

Modified

Multiple Exceptionalities

Practical Learning Program

Resource Room

Structured Learning

What is an IEP?

Small Class Placements in the Durham District School Board



If you agree, then you will be asked to indicate by signing the IPRC form that you agree with the designation of the exceptionality and the placement. You may take the form home to consider or you may sign the form at the conclusion of the IPRC. You have a maximum of 30 working days. The appropriate staff will then notify the school that you agree with the decision and that an IEP will be developed within 30 school days of formal placement within the recommended program.

If you disagree with either the identification or the placement, you have 2 options available to you:

1. Within 15 calendar days of receiving the decision, request an additional meeting to re-evaluate the decision of the IPRC. The principal must hold the meeting as soon as possible. Following the meeting, the Chair of the IPRC must advise the parent of any changes to the decision of the IPRC.

If after the second meeting to re-evaluate the IPRC decision you still disagree, then you have 15 calendar days to appeal the decision in writing to the Director of Education, Durham District School Board, 400 Taunton Road East, Whitby, ON, L1R 2K6

2. Within 30 calendar days of receiving the initial IPRC decision, the parent may appeal the

decision in writing to the Director of Education, Durham District School Board, 400 Taunton Road East, Whitby, ON, L1R 2K6

Every identified student shall have his/her exceptionality and placement reviewed by a committee at least once a year. Parents/guardians and/or students 16 years of age or over are always invited to attend and participate fully in the IPRC review meetings.

If you agree with the IPRC decision?

If you disagree with the IPRC decision?

Review Process



The principal or parent may request a Review after the student has been in a placement for three months. The parent would write to the principal of the school and request a Review. If the parent disagrees with the decision reached at the Review, the parent may appeal in the same way as described for the original IPRC.

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 selected by you, the parent) 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 calendar days after the chair has been selected (unless parents and the 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 parent, 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’s conclusion. It may:

o agree with the IPRC and recommend that the decision be implemented; or o 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 calendar days of receiving the appeal board’s written statement, the school board will decide what action it will take with respect to the recommendations (board are not required to follow the appeal board recommendation and may choose to go to the Special Education Tribunal).

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

What happens in the IPRC appeal process?



Special Education Tribunal. Information about making an application to the tribunal will be included with the appeal board’s decision.

The Ministry of Education and Training operates provincial and demonstration schools throughout Ontario for deaf, blind, deaf-blind 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. Demonstration schools for English-speaking students with ADHD and severe learning-disabilities: Sagonaska School Amethyst School Trillium School 350 Dundas Street West 1515 Cheapside Street 347 Ontario St. South Belleville, ON K8P 1B2 London, ON N5V 3N9 Milton, ON L9T 3X9 Telephone: (613) 967-2830 Telephone: (519) 453-4400 Telephone: (905) 878-

8428 School for the deaf: School for the deaf/blind: Ernest C. Drury School W. Ross MacDonald School 255 Ontario Street South 350 Brant Avenue Milton, ON LT9 2M5 Brantford, ON N3T 3J9 Telephone: (905) 878-7195 Telephone: (519) 759-0730 TTY: (905) 878-7195 Robarts School 1515 Cheapside Street London, ON N5V 3N9 Telephone and TTY: (519) 453-4400 Sir James Whitney School 350 Dundas Street West Belleville, ON K8P 1B2 Telephone and TTY: (613) 967-2823

What are the Ministry’s provincial and demonstration schools?



Special Education Advisory Committee

Autism Ontario – Durham

www.autismontario.com/durham Kinark Child and Family Services – Durham

www.kinark.on.ca

Community Living – Durham North

www.communitylivingdurhamnorth.ca Learning Disability Association of Durham Region

www.ldadr.on.ca

Durham Down Syndrome Association

www.ddsa.ca Resources for Exceptional Children and Youth – Durham

www.rfecydurham.com

Easter Seals Ontario

www.easterseals.org VOICE for Hearing Impaired Children

www.voicefordeafkids.com

Additional information can be obtained from:

the school principal

Durham District School Board 400 Taunton Road East Whitby, ON L1R 2K6 (905) 666-5500 or 1-800-265-3968 or TTY: (905) 666-6943; Website: www.ddsb.ca

Where can parents obtain additional information?

http://www.ddsa.ca/

http://www.easterseals.org/

http://www.voicefordeafkids.com/

http://www.ddsb.ca/



Please contact one of the following:

Instructional Facilitator/Special Education, Area Team The Durham District School Board (905) 666-5500 or 1-800-265-3968 or TTY: (905) 666-6943

Special Education Officer The Durham District School Board (905) 666-5500 or 1-800-265-3968 or TTY: (905) 666-6943

Members of The Special Education Advisory Committee c/o The Superintendent of Education/Special Education/Area The Durham District School Board (905) 666-5500 or 1-800-265-3968 Ext. 6371 & TTY (905) 666-6943

Local associations that further the interests of exceptional persons

Where can I obtain information about Special Education Programs and Procedures?



NAME TELEPHONE Principal: ______________________________ _______________ Special Education Resource Teacher (SERT): ______________________________________ _______________ Area or Central Team Members: ______________________________________ _______________ ______________________________________ _______________ ______________________________________ _______________ ______________________________________ _______________ Dates to Remember:

Helpful Information




REFERRALS, REVIEWS, APPEALS - 2014-2015

Number of Referrals (during the current school year): 7,180

Number of Reviews

(students identified as of March, 2015): 12,816

Number of Appeals:

(no new appeals as of July, 2015): 0




EDUCATIONAL

and

OTHER ASSESSMENTS SECTION B-5



EDUCATIONAL AND OTHER ASSESSMENTS THE PURPOSE OF ASSESSMENT IS: ▪ to answer specific questions or concerns ▪ to build an accurate picture of strengths and needs ▪ to assist in planning an effective program ▪ to determine specific student needs ▪ to help parents formulate an understanding of the child’s learning potential ▪ to provide documentation required for identification as an exceptional student. The development of an Educational Profile is a result of the ongoing gathering of information that allows for a continuum of intervention.

Classroom Teacher: ▪ observation ▪ informal tests ▪ portfolio ▪ work samples ▪ dialogue with parents ▪ one to one with student Special Education Resource Teacher: ▪ parental input ▪ observation ▪ curriculum-based assessment ▪ informal testing ▪ one to one with student In-School Team: ▪ collegial discussion ▪ parental input ▪ brainstorming ▪ plan strategies and review for success ▪ record keeping

Individual Education Plan: ▪ parental input ▪ resource support ▪ plan, implement and review ▪ informal assessment ▪ record keeping ▪ support of area team Formal Assessment: ▪ information gathered ▪ referral made ▪ specialized staff involvement ▪ report written and shared ▪ program implementation

Following a formal assessment, a decision must be made about whether or not an IPRC will be required.



If the student profile indicates a need for further information or intervention, the Special Education Resource teacher or facilitator may be able to assist. Input should also be sought from: ▪ former teachers who have worked with the child ▪ community resources ▪ parents ▪ the pupil ▪ other professionals who are qualified to collect highly specialized data and provide a

diagnosis As information is gathered it should be reviewed to determine if it is sufficient to plan and implement appropriate programming. If it is sufficient, no further assessment may be necessary. If the information is insufficient, individual assessments may be conducted. These may include: ▪ diagnostic tests ▪ developmental assessments ▪ medical assessments ▪ life/vocational skill assessments ▪ educational assessments Preparing for Educational Profile: When a student is being brought to the In-school Team or is being seen by the SERT, an educational profile should be started. Sources of information include: ▪ OSR ▪ previous teachers ▪ classroom teacher ▪ support staff ▪ outside agency personnel ▪ report cards ▪ in-school team notes ▪ parents



Information is required in the following areas: ▪ previous assessments ▪ cognitive and achievement test scores ▪ EQAO assessment data ▪ agency involvement ▪ relevant health information ▪ interventions attempted ▪ accommodations/modifications ▪ reason for referral This information will assist the assessor in determining the best course of action and will assist the IPRC process, should a meeting be required. ASSESSING STRENGTHS AND NEEDS The primary purpose of assessment is to collect educational data to provide specific information for developing programs to meet each student’s needs, interests and levels of functioning. Most teachers will have already developed an array of materials and strategies that they find useful in forming an overall assessment of their students’ strengths and needs. The most powerful assessment for students’ learning occurs in the classroom, moment-to-moment among teachers and students. (Johnston, 1992) IN LANGUAGE: Reading - When reading with a student consider: ▪ sight vocabulary ▪ decoding strategies ▪ visual tracking ▪ fluency ▪ comprehension Speaking - When listening to a student, consider: ▪ logical organization of thought ▪ age appropriate vocabulary ▪ fluency and articulation ▪ sentence structure



Writing - When assessing student writing, consider: ▪ legibility ▪ format ▪ sentence structure ▪ grammar and spelling ▪ elements of organization Listening - When assessing student listening skills, consider: ▪ ability to follow oral directions ▪ listening style ▪ ability to re-frame thoughts ▪ comprehension Computation - When assessing, consider: ▪ knowledge/recall of basic facts ▪ understanding of number concepts ▪ understanding of operations ▪ recall and application steps Problem-Solving - When evaluating, consider: ▪ understanding and application of model ▪ ability to apply a variety of strategies - manipulating - visualizing - measuring

- patterning - estimating - verbalizing Overall - When assessing a student, consider: ▪ body language ▪ task completion or avoidance ▪ level of independence ▪ modality preference ▪ use of compensatory strategies ▪ organizational skills ▪ time management ▪ attitude ▪ social interaction in structured/unstructured settings



Through observing the student, teachers may learn: ▪ how the student responds to text, approaches new tasks, deals with transitions persists

with tasks; interacts with others; organizes him/herself; performs individually and in groups and responds to cues

▪ the effect on the student’s learning of environmental variables such as lighting, sound, physical arrangement, time of day and routines and schedules

▪ how the student responds to the people around him/her; responds to authority interacts with other students

Teachers may develop a profile of the student by gathering information from: ▪ checklists ▪ interviews ▪ anecdotal comments ▪ observation in several settings ▪ in-school team notes ▪ curriculum-based assessment ▪ OSR review ▪ language assessment (as indicated) ▪ assessments of OT/PT as appropriate ▪ parental input ▪ medical examination ▪ establishing baselines and charting success FORMAL EDUCATIONAL ASSESSMENT Once the decision has been made to request a formal educational assessment, parent consent must be obtained through the use of a consent form. The Consent to Treatment Act names principles which should be remembered when obtaining consent from parents, or students when applicable, before assessment is undertaken. The principles include the following: ▪ consent must relate specifically to the treatment (e.g. blanket consents are not acceptable) ▪ consent must be given voluntarily ▪ consent, even if signed, is not valid unless the client was fully informed. School board personnel administering specialized assessments are governed by standards set down by the College of Psychologists of Ontario and the College of Speech-Language Pathologists and Audiologists of Ontario in conjunction with the Health Care Consent Act (1995).



Reports may be shared “only to the extent advisable and not contra-indicated” with the informed consent of parents, reports should be shared with the professional staff who are planning and implementing educational programs. PSYCHOLOGICAL SERVICES INFORMED CONSENT: In order for psychological services staff to be involved with students, written, informed consent is obtained from the parent(s)/guardian(s), or student (where the student is 16 years of age or over). The informed consent procedure is obtained in a face-to-face meeting, where the benefits, risks and nature of interventions are explained. This meeting allows psychological services staff the opportunity to begin data collection by obtaining important information from the parent(s)’/guardian(s)’ perception and knowledge. This informed consent procedure is in keeping with the requirements of the Psychology Act (1991), The Regulated Health Professions Act (1991), the Standards of Professional Conduct of the College of Psychologists (1995), the Canadian Code of Ethics for Psychologists (1991) and the Municipal Freedom of Information and Protection of Privacy Act (1990). SHARING INFORMATION: 1. With Parents:

Parents are provided with a copy of the psychological report prepared about their child. A form is completed by the parent(s)/guardian(s). The top part of the form, which outlines some cautions regarding the interpretation and use of psychological reports, is retained by the parent(s)/guardian(s). The bottom section is kept with the original report.

2. With Physicians, Agencies, etc.:

Parents complete a consent form authorizing the release of information to third parties. No information is released, orally or in written form, without this authorization. The form also enables information to be sent from outside agencies to the Board to assist the staff members working with the student.

COMMUNICATION OF DIAGNOSIS: The scope of practice of psychology as defined within the Psychology Act (1991) includes “the diagnosis of neuropsychological disorders and dysfunctions and psychotic, neurotic and personality disorders and dysfunctions”. The Regulated Health Professions Act permits members of the College of Psychologists of Ontario to perform the “controlled act” of “communicating a diagnosis”. The Regulations under the Psychology Act as well as the Standards and Guidelines of the College, place additional conditions on who may provide these services.



RESPONSE TIME: Each member of psychological services manages his/her own caseload/wait list. Assessments are based on the need to identify a student for special class placement or to develop an I.E.P. and are completed as soon as possible following the referral. The goal is to complete the assessment within the school year when the referral is made; however, referrals made after March 1st are often assessed in the next school year. SPEECH-LANGUAGE SERVICES INFORMED CONSENT: As a regulated profession, speech-language pathologists follow the expectation of the College of Speech-Language Pathologists and Audiologists of Ontario (CASLPO) in conjunction with the Health Care Consent Act (1995). The general practice of speech-language pathologists employed by the Durham District School Board is to become involved with students after receiving the Request for Special Services Support form signed by a parent/guardian or student who is over the age of 18 years. This procedure is consistent with the Code of Ethics of the College of Speech-Language Pathologists and Audiologists of Ontario (CASLPO), (1996); The Health Care Consent Act, CASLPO, (1996); the Regulated Health Professions Act, 1991 (July 1996); and Bill 44, Audiology and Speech-Language Pathology Act, (1991). SHARING INFORMATION: Speech-Language Pathologists may share assessment information with school staff and parent(s)/guardian(s) in a variety of ways: ▪ face-to-face meetings ▪ telephone conversations ▪ written reports ▪ occasionally, school staff may relay assessment information to parent(s)/guardian(s) in

parent-teacher meetings The parent(s)/legal guardian completes a consent form authorizing the release of information to third parties, if such action is required. The form also enables information to be sent to the school board from outside agencies to assist the speech-language pathologist working with the student.



SPEECH AND LANGUAGE (COMMUNICATION) ASSESSMENT The Durham District School Board employs Speech and Language Pathologists who are qualified and work within the parameter of their professional organization. Students presenting learning problems that may be the result of a learning disability should have a language assessment to assist in effective programming A speech-language assessment may: ▪ provide a professional opinion about the pupil’s communication status ▪ determine the existence and severity of the communication difficulty and how the

difficulty interferes with the educational process ▪ determine if communication programming would be appropriate ▪ assist in determining appropriate placement (e.g. language classes) ▪ provide screening for referral to an outside agency ▪ determine whether more in-depth assessment is necessary Speech-language assessment procedures may involve any one or a combination of the following: ▪ standardized testing ▪ non-standardized testing (e.g. informal measures such as observation) ▪ curriculum/classroom-based procedures ▪ conferring with parents, outside agencies and resource teams ▪ reviewing materials in the OSR ▪ providing and/or obtaining professional opinions ▪ engaging in preventative intervention (when appropriate) ▪ analyzing, interpreting and synthesizing information ▪ preparing oral and written reports ▪ communicating the results with parents, in-school team, etc. As a result of an assessment by a Speech and Language Pathologist, a student may be identified as exceptional under the following two categories: Language Impairment A learning disorder characterized by an 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,

and ▪ include one or more of the following: - language delay - dysfluency

- voice and articulation development, which may or may not be organically or



functionally based Speech Impairment

A disorder in language formulation that may be associated with neurological, psychological, physical or sensory factors; that involves perceptual motor aspects of transmitting oral messages, and that may be characterized by impairment in articulation, rhythm and stress. Students with speech or language impairments are served within the regular classroom, with the programming support of a speech and language pathologist. Response Time In processing students waiting for Speech-Language Pathology Assessment/Consultation careful attention is given to both the length of time the student has been waiting and the severity/urgency of need. Priority is given to those students who are referred for assessment to support identification and/or ISA funding applications. Every effort is made to try to see students referred for service during the same academic year however, those referred after March 31st are most frequently not seen until the following academic year. SOCIAL WORK REFERRALS/ASSESSMENT ▪ A referral is made by the school with the school social worker based on priority need as

determined by the school staff. ▪ Within a relatively short period of time, usually 1 week, the social worker completes a

comprehensive assessment of the child’s needs in relation with the family, school and community.

▪ When needs are identified, the social worker facilitates Board services or community

resources to address them. ▪ Crisis response and/or brief counselling are provided if needed and the school social

worker continues to be involved with the child and family until outside agencies take over with further assessment as required and on-going support.

▪ When the identified goals are met the file is closed. ▪ This process of immediate response and co-ordination of outside services has eliminated

the need for a long wait list.




SPECIALIZED HEALTH

SUPPORT SERVICES

in

SCHOOL SETTINGS SECTION B-6



Introduction The provision of health support services to students in the school settings is governed by the Ministry Education Policy/Program Memorandum 81. This policy document outlines the shared responsibility for the provision of health support services amongst the Ministries of Education, Health and Long-Term Care and Community and Social Services. ELIGIBILITY CRITERIA The eligibility criteria for the provision of School Health Support Services is as follows: 1. The person must be enrolled as a pupil at a school or be receiving satisfactory instruction

at home in accordance with clause 21(2) (a) of the Education Act. 2. The person must require the services

(i) in order to be able to attend school, participate in school routines and receive instruction,

(ii) in order to be able to receive satisfactory instruction at home in

accordance with clause 21(2) (a) of the Education Act. 3. The person must be an insured person under the Health Insurance Act. 4. The school or home in which the service is to be provided must have the physical features

necessary to enable the service to be provided. 5. The risk that a service provider who provides the service to the person who requires it

will suffer serious physical harm while providing the service, (i) must not be significant, or (ii) if it is significant, the service provider must be able to take reasonable

steps to reduce the risk so that it is no longer significant SERVICES PROVIDED IN THE SCHOOL SETTING ➢ Nursing ➢ Occupational Therapy ➢ Physiotherapy ➢ Speech-Language Pathology ➢ Dietitian



MODELS OF SERVICE DELIVERY Mediator Training: the demonstration and teaching of tasks or intervention programs

designed by the health care professionals to be carried out by the educational staff and/or volunteers in the student’s environment.

Consultation: the sharing of knowledge, resources and expertise to enable the

education staff to make changes or adaptations in their roles, functions, programs and environment to help the student function in the school setting.

Direct Service: the provision of individually designed clinical

interventions/ therapies carried out by the health care professional with one student. The focus is on meeting the student’s needs through specialized therapeutic strategies and/or clinical techniques.

Block Treatment: a model of service delivery that schedules direct service in blocks

of visits or cycles of time, on and off treatment.



COLUMN 2 - ELIGIBILITY CRITERIA

NURSING:

▪ must require nursing to attend school

OCCUPATIONAL

THERAPY:

▪ medical needs that require an OT in order to attend school

PHYSIOTHERAPY: ▪ medical needs that require an OT physiotherapy in order to attend school

NUTRITION: ▪ medical needs that require the advice of a nutritionist in order to attend school

SPEECH/LANGUAGE: SPEECH CORRECTION:

▪ Pre-school referral to agency by parents

ALL OTHERS: ▪ As per PPM 81

N.B. Central East Community Care Access Centre follows guidelines from the Ministry

of Health and Long-Term Care in dealing with the appeal process.




CATEGORIES

and

DEFINITIONS

of

EXCEPTIONALITIES

SECTION B-7



CATEGORIES and DEFINITIONS of EXCEPTIONALITIES

BEHAVIOUR

A learning disorder characterized by specific behaviour problems over such a period of time, and

to such a marked degree, and of such a nature, as to adversely affect educational performance,

and that may be accompanied by one or more of the following:

a) an inability to build or to maintain interpersonal relationships

b) excessive fears or anxieties

c) a tendency to compulsive reaction

d) an inability to learn that cannot be traced to intellectual, sensory, or other health

factors, or any combination thereof

COMMUNICATION

Autism A severe learning disorder that is characterized by:

a) disturbances in:

- rate of educational development

- ability to relate to the environment

- mobility

- perception, speech, and language

b) lack of the representational symbolic behaviour that precedes language.

Deaf and Hard-of-Hearing An impairment characterized by deficits in language and speech development because of a

diminished or non-existent auditory response to sound.

Language Impairment A learning disorder characterized by an impairment in comprehension and/or the use of verbal

communication or the written or other symbol system of communication, which may be

associated with neurological, psychological, physical, or sensory factors, and which may:

a) involve one or more of the form, content, and function of language in

communication; and

b) include one or more of the following:

- a language delay

- dysfluency

- voice and articulation development, which may or may not be organically or

functionally based

Speech Impairment A disorder in language formation that may be associated with neurological, psychological,

physical, or sensory factors; that involved perceptual motor aspects of transmitting oral

messages; and that may be characterized by impairment in articulation, rhythm, and stress.



Learning Disability A learning disorder evident in both academic and social situations that involves one or more of

the processes necessary for the proper use of spoken language or the symbols of communication,

and that is characterized by a condition that:

a) is not primarily the result of:

- impairment of vision

- impairment of hearing

- physical disability

- developmental disability

- primary emotional disturbance

- cultural difference; and

b) results in a significant discrepancy between academic achievement and assessed

intellectual ability, with deficits in one or more of the following:

- receptive language (listening, reading)

- language processing (thinking, conceptualizing, integrating)

- expressive language (talking, spelling, writing)

- mathematical computations

c) may be associated with one or more conditions diagnosed as:

- a perceptual handicap

-a brain injury

- minimal brain dysfunction

- dyslexia

- developmental aphasia

INTELLECTUAL

Giftedness An unusually advanced degree of general intellectual ability that requires differentiated learning

experiences of a depth and breadth beyond those normally provided in the regular school

program to satisfy the level of educational potential indicated.

Mild Developmental Disability A learning disorder characterized by:

a) an ability to profit educationally within a regular class with the aid of considerable

curriculum modification and support service;

b) an inability to profit educationally with a regular class because of slow intellectual

development;

c) a potential for academic learning, independent social adjustment, and economic self-

support.



Developmental Disability A severe learning disorder characterized by:

a) an inability to profit from a special education program for students with mild

intellectual disabilities because of slow intellectual development

b) an ability to profit from a special education program that is designed to accommodate

slow intellectual development

c) a limited potential for academic learning, independent social adjustment, and

economic self-support

PHYSICAL

Physical Disability A condition of such severe physical limitation or deficiency as to require special assistance in

learning situations to provide the opportunity for educational achievement equivalent to that of

pupils without exceptionalities who are of the same age or developmental level.

Blind and Low Vision A condition of partial or total impairment of sight or vision that even with correction affects

educational performance adversely.

MULTIPLE

Multiple Exceptionalities A combination of learning or other disorders, impairments, or physical disabilities, that is of such

nature as to require, for educational achievement, the services of one or more teachers holding

qualifications in special education and the provision of support services appropriate for such

disorders, impairments, or disabilities.




SPECIAL EDUCATION PLACEMENTS PROVIDED

by THE BOARD

SECTION B-8



SPECIAL EDUCATION PLACEMENT OPTIONS

The IPRC Placement Decision: Before the IPRC considers placement of the student in a special education class, Regulation 181/98 requires it to consider placement in a regular class with appropriate special education services. If, after considering all of the information presented to it, the IPRC is satisfied that placement in a regular class would meet the student’s needs and is consistent with parental preferences, the committee will decide in favour of placement in a regular class with appropriate special education services.

PLACEMENT OPTIONS

REGULAR CLASS WITH INDIRECT SUPPORT: The student is placed in a regular class for the entire day, and the teacher receives specialized consultative services. REGULAR CLASS WITH RESOURCE ASSISTANCE: The student is placed in the regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified special education teacher. REGULAR CLASS WITH WITHDRAWAL ASSISTANCE: The student is placed in the regular class and receives instruction outside of the classroom for less than 50 percent of the school day, from a qualified special education teacher. A SPECIAL EDUCATION CLASS WITH PARTIAL INTEGRATION: The student is placed by IPRC in a special education class, where the student-teacher ratio conforms to Regulation 298, section 31, for at least 50 percent of the school day, but is integrated with a regular class for at least one instructional period daily. A SPECIAL EDUCATION CLASS FULL TIME: The student is placed by IPRC in a special education class, where the student-teacher ratio conforms to Regulation 298, section 31, for the entire school day. N.B. Please refer to SECTION A - Page 2 for the role of SEAC in reviewing program delivery options.



INCLUSION - INTEGRATION AND REGULAR CLASS PLACEMENT

INCLUSION Inclusion is a term that encompasses both integration and regular grade placement practices for students with special needs. Students with exceptionalities are provided with a continuum of placement options. Within that continuum students receive support, individualized educational programs and are included as an integral part of the school culture regardless of the placement options.

INTEGRATION A planned process where students spend a portion of their day in self-contained programs receiving instruction and a protion of their day integrated into age-appropriate grades. Integration is based on the individual needs of the student.

REGULAR GRADE Students attend their community school in the age-appropriate regular grade settings and with appropriate Special Education Services outlined in the individual education plan.



REGULAR CLASSROOM INTEGRATION

There are many strategies available within the Durham District School Board to support the inclusion of special education students in regular grade placements. Principals are responsible for creating a school climate which is conducive to the inclusion of exceptional students who are placed in regular grade settings. Developing a climate of acceptance throughout the school, providing support and training for teachers and educational assistants and creating a culture of collaboration are essential components of successful inclusion. Included here are examples of the ways in which a student can be integrated into the regular classroom with the support of the school community. Other more specific strategies are available for teachers in the Special Education Manual. COLLABORATION STRATEGIES: 1. Create a culture of collaboration:

▪ develop a vision for change; ▪ set a tone for the staff; ▪ provide support; ▪ create/maintain positive attitudes and optimism regarding change and developing

practices to accommodate the individual needs of all learners. 2. Develop learning programs based on students’ strengths, needs, and interests. 3. Encourage school-based ownership:

▪ establish a team responsible for developing an inclusion plan. 4. Encourage collaboration between special education and regular grade teachers. 5. Encourage a variety of instructional strategies and provide inservice for teachers to

develop and learn strategies. 6. Access support from Special Education Facilitator (Area). 7. Provide time for planning.



ESTABLISHING AN INCLUSION TEAM AND DEVELOPING INCLUSION PLANS

Generally each school has a support team that meets on a regular basis with support personnel. At these meetings, students who are identified or at-risk are brought to the “team” for discussion of strategies, modifications and programming. The Inclusion Team has a broader role which provides a team approach to support teachers and students as well as dealing with global issues related to inclusive educational practices. 1. Discuss the philosophy of inclusion with school staff providing opportunity for

cooperative learning activities and discussion regarding inclusion. 2. Develop a staff statement/philosophy which focuses on how the school will encourage and

support inclusion. 3. Develop a list of desired inclusion outcomes/expectations for students with special needs

in your school. Examples: ▪ To develop inclusive curriculum by modifying core curriculum units to facilitate the inclusion of exceptional students. 4. Establish an Inclusion School Team with expertise at the school level who will oversee,

develop and implement the Inclusion Plan with the staff.

e.g.: Inclusion Team Members ▪ principal/vice-principal ▪ special education resource teacher ▪ academic resource teacher ▪ parents (when appropriate) ▪ special education teachers ▪ former special education teacher ▪ department heads ▪ regular grade teachers ▪ educational assistants

5. Determine staff’s areas of strengths and areas of growth. Use surveys and other planning

sheets provided in board documents as well as group discussion and cooperative learning activities.



e.g.:

STRENGTHS AREAS OF GROWTH

strong use of cooperative learning strategies

modification inservice and strategies

6. Determine the type of inservice/training required to assist staff with inclusive practices.

This should include areas identified by the staff. 7. Set up an inservice program.

e.g.: ▪ contact facilitator to provide inservice on specified topic ▪ contact facilitator to provide strategies and sample modified units ▪ contact staff development department ▪ contact another school to share their model

8. Meet with staff on a regular basis to evaluate, update and revise the Inclusion Plan. The

Inclusion team should update the school staff on a regular basis (monthly staff meetings electronic updates).

TIP: Include parental input when developing the inclusion plan. Share the plan with the SCC.



SPECIAL EDUCATION PLACEMENT

SEAC is kept fully informed on a regular basis by the Education Officer / Special Education about the range of available placements for students with special needs. The input from SEAC is important in reviewing the need for additional classes, and improving strategies for inclusion. This occurs during monthly SEAC meetings, Board meetings and Administrative Council liaison.

DESCRIPTORS IN EXCEPTIONALITIES SPECIAL CLASS PROFILES FOR…

Associated Class

Behaviour Assessment Class

Behaviour Intervention Class

Deaf/Hard of Hearing Class

Developmental Class

Gifted Class

Language Class

Learning Strategies Class

Modified Class

Multiple Exceptionalities Class

Practical Learning Program (PLP)

Resource Room

Structured Learning Class



ASSOCIATED CLASS

CLASS SIZE:

• maximum 10 students. HUMAN RESOURCES:

• daily: 1 teacher, 2 EAs; • consultation: Special Education Facilitator, Psychologist or Psychometrist, Speech

and Language Pathologist, others as required. STUDENT PROFILE:

• may have an intellectual disability, developmental disability, autism or a combination of these;

• may have an inability to transfer information from one situation to another; • direct instruction is required for all curriculum areas; • may have deficits in adaptive skills (i.e., personal care, feeding, dressing, toileting); • will have a range of receptive/expressive language skills.

PROGRAM FOCUS: Academics:

• academics relate to functional skills and needs (i.e., reading directions, measurement for task completion);

• based on the limited expectations from the Ontario curriculum not at grade level but at the individual's level of ability;

• in secondary, students in associated program are not working towards a certificate or diploma.

Life Skills:

• focus on increasing independence; • preparation for supported work; • development of skills for self-care, communication, social interactions, leisure and

self-management; • community outings play an integral role in the transference of basic life skills

learned in the classroom. ASSESSMENTS REQUIRED FOR PLACEMENT CONSIDERATION:

• diagnosis of intellectual disability, developmental disability, autism or a combination of these;

• pediatric, intellectual, medical, functional or behavioural assessment. SPECIAL EDUCATION AREA TEAM MEMBER RESPONSIBLE FOR PLACEMENTS:

• Special Education Facilitator.



BEHAVIOUR ASSESSMENT CLASS (BAC) CLASS SIZE:


• daily: 1 teacher, 1 EA; • consultation: Psychological Services personnel.

STUDENT PROFILE:

• student demonstrates behaviour difficulties that interfere with school adjustment and/or academic progress such as:

off-task behaviours; inconsistent academic effort; disruptive, attention-seeking behaviour; noncompliance; poor peer relationships; verbal and/or physical aggression;

• behaviour challenges are not as a result of a developmental disability. PROGRAM FOCUS:

• students are in the primary or early junior grades; • behaviour strategies are employed to assist students to acquire work habits,

acceptable classroom behaviours and effective social skills; • strategies such as verbal prompts and praise, signature sheets and rewards are used

to strengthen target behaviours; • planned ignoring, verbal reprimands, loss of privilege and time-outs are employed

to weaken inappropriate behaviours. ASSESSMENTS REQUIRED FOR PLACEMENT CONSIDERATION:

• functional/behavioural assessment; • reports from other agencies if available; • academic assessments and reports.

SPECIAL EDUCATION AREA TEAM RESPONSIBLE FOR PLACEMENTS:

• psychologist or psychometrist.



BEHAVIOUR INTERVENTION CLASS (BIC) CLASS SIZE:

• Elementary: maximum 8 students; • Secondary: maximum 12 students.

HUMAN RESOURCES:

• daily: 1 teacher, 2 EAs; • consultation: Psychological Services personnel.

STUDENT PROFILE

• student demonstrates significant learning, social, emotional and behavioural problems which result in great difficulty coping in a community school placement;

• may have previously been placed in BAC, ME or a treatment program or regular class;

• students may have: cognitive limitations; emotional problems; learning problems (LD); processing weaknesses; social skills deficits; poor work habits; attention difficulties; non-compliance; tendency to withdraw.

PROGRAM FOCUS:

• behavioural and learning strategies are used to assist students to improve work habits, academic effort, work completion and classroom behaviour;

• an emphasis is placed on helping students strengthen their social and personal advocacy skills;

• work experience or co-op placements are available for secondary students. ASSESSMENTS REQUIRED FOR PLACEMENT CONSIDERATION:

• functional/behavioural assessment; • reports from other agencies if available; • academic assessments and reports.

SPECIAL EDUCATION AREA TEAM MEMBER RESPONSIBLE FOR PLACEMENTS:

• psychologist or psychometrist.



DEAF/HARD OF HEARING CLASS CLASS SIZE:


• daily: 1 qualified teacher of the Deaf/Hard of Hearing, EA support, Sign language interpreter;

• consultation: Speech and Language Pathologist, Education Audiologist, others as required.

STUDENT PROFILE:

• primary concerns in speech/language directly related to hearing loss; • average ability overall with a high discrepancy between verbal and non-verbal

skills; • moderate-severe deficits in receptive and/or expressive language; • reading and written language weaknesses reflective of speaking and listening skills.

PROGRAM FOCUS:

• students follow the Ontario curriculum with added emphasis on the development of language skills;

• modifications to the curriculum are made based on each individual student's strengths and needs;

• supported integration opportunities with hearing peers; • both sign language and spoken language are available to students throughout the

day. ASSESSMENTS REQUIRED FOR PLACEMENT CONSIDERATION:

• current audiogram documenting the nature and extent of hearing loss; • educational assessment; • comprehensive speech-language assessment; • cognitive assessment may be required.


• Hearing Resource teacher / SLP



DEVELOPMENTAL CLASS CLASS SIZE:


• daily: 1 teacher, 2 EAs; • other supports: Occupational Therapist, Physiotherapist and nursing ; • consultation: Special Education Facilitator, Speech and Language Pathologist,

Psychological Services and Social Work. STUDENT PROFILE:

• severe intellectual/developmental disability; • may be at the sensory-motor stage of development; • may be medically fragile, requiring nursing care; • skills may be at the pre-verbal level (i.e., establishing eye contact); • may require intense involvement of an occupational therapist and physiotherapist.

PROGRAM FOCUS:

• a multi-sensory approach to developing sensory awareness, augmentative communication and increased physical activity;

activities of daily living (i.e., feeding, toileting); • opportunities for integration.

ASSESSMENTS REQUIRED FOR PLACEMENT CONSIDERATION:

• medical assessments; • Occupational Therapy assessments and/ or Physiotherapy assessments, if available.





GIFTED CLASS CLASS SIZE:

• Elementary - 25:1 • Secondary- 27:1 (grade 9&10), 29:1 (grade 11&12)

STUDENT PROFILE:

• students must score a GAI in the top 2 percentile on Insight testing or on the WISC-IV, Long Form, Canadian Norms;

• students must be in grades 4-12; • in elementary, the class is full time; • in secondary, students access some self-contained gifted courses and courses

offered in the mainstream. HUMAN RESOURCES:

• Special Education class room teacher; • Special Education Resource Teacher/Special Education Department Head.

PROGRAM FOCUS:

• the gifted programme follows the Ontario Ministry of Education curriculum but will differentiate the classroom programme with accommodations to meet the strengths, needs and interests of the gifted student;

• the programme emphasizes differentiation by depth, breadth, pace and kind. ASSESSMENTS REQUIRED FOR PLACEMENT CONSIDERATION:

• PHASE 1: NOMINATION Any DDSB student in grade 3 or higher may be nominated by parents/guardians or educators (Nomination Form is in the forms section of this manual). Nomination forms must be collected from all grade 3 students and filed in the OSR.

• PHASE 2: GROUP TESTING Nominated students are tested by the school SERT using Insight Testing, in a group setting at the school. The testing is scored by the vendor and the results are returned to the Facilitator for Gifted Programmes. Students who achieve a GAI score within the 98th percentile or higher are eligible for identification as intellectually gifted. (Any student requesting placement from outside the DDSB must submit a copy

of the WISC-IV report to the Chief Psychologist for verification and approval.)

SPECIAL EDUCATION AREA TEAM MEMBER RESPONSIBLE FOR PLACEMENTS: • Special Education Facilitator for Gifted Programmes oversees the entire testing and

IPRC process; • SERT is responsible for testing in Phase 2 and for completing IPRCs for newly

identified students; • Chief Psychologist is responsible for approving any private assessments.



INTAKE PROCESS

TIME LINE FOR GIFTED IDENTIFICATION, PLACEMENT AND REVIEWS – 2015-2016

SEP/OCT NOMINATION Early Sept. - Nomination materials sent to all Gr. 3 students & any requests from Gr. 4-10 Mid-Sept. - Parent information nights about gifted testing End of Sept - All Nomination forms due to facilitator

- Return all positive nomination forms to Kristy Phillips, Facilitator for Gifted (3rd Floor, education centre) through the courier by September 30. Complete the composite form, using the excel template “Composite Form Gifted Testing 2015” (on the portal) and email this list to Kristy Phillips by September 30, 2015.

NOV/DEC GROUP TESTING First 3 weeks of Nov - Group testing by SERT’s at home school Nov. 27 – All student test booklets, examiner’s manual and DVD’s returned to Kristy Phillips, Gifted Facilitator, by drop-off, courier or board truck *If you are returning materials by board truck, please be aware that materials need to be returned by Nov. 27, not sent on the board truck on that day. Therefore, please schedule your test dates accordingly. Dec. 1 - All testing information sent away to be processed by CTC

JAN/FEB Results of Group Testing Last week of January – All testing results returned to the schools for distribution to students. Invitations to gifted orientation days will be included with results for those that meet the criteria Grade 8 Gifted Reviews: Feb. 12 – Please have all Gr. 8 reviews completed. Be sure to inform parents that the option of attending secondary gifted classes is available. If Gr. 9 gifted is being considered, please invite the Spec. Ed. Head from the appropriate secondary school. Review forms do not need to be returned to the Facilitator or the Area Team Secretary!

FEB/MAR GIFTED ORIENTATIONS Feb. 24-Mar. 10- Gifted Orientation Days at the Host Schools for students and parents considering placement in the Self-contained Gifted Classes Mar. 28- All Parental Placement Preference forms are due to facilitator, indicating parent/family decision for placement for Sept. 2016

APRIL Early April- Tracking sheets, indicating student placement for Sept. 2016, will be sent to SERTs from

facilitator to assist with IPRCs; families considering switching from mainstream to self-contained class

need to complete and submit this form as well

Month of April– In-school IPRC’s for all newly identified gifted students; transportation requested

through Power TPM; placements confirmed no later than May.

Mainstream reviews to gifted: April – Please have all reviews completed by May 13, papers don’t need

to be sent to facilitator or area team secretary

MAY/JUNE Gifted classes organized, transportation finalized; system updated with all new gifted students,

transition plans updated.

Note: Any students from other school boards or who have been assessed privately must submit a copy of the WISC-IV testing to the Facilitator for Gifted Programmes for review and approval by the Chief Psychologist before identification in DDSB.



LANGUAGE CLASS

CLASS SIZE:


• daily: 1 teacher, 1 EA; • consultation: Speech and Language pathologist.

STUDENT PROFILE:

• primary concerns in oral language; • indications of average overall ability with a high discrepancy between verbal and

non-verbal skills; • mild to moderate deficits in receptive language; • lowered academic functioning due to language impairment;

Students in language classes do not demonstrate language difficulties due to:

• emotional/behavioural disturbances; • developmental disabilities; • hearing or vision loss; • English as a second language/dialect.

PROGRAM FOCUS:

• students are in kindergarten or the primary grades; • intensive programming targeting speech and language needs; • monitored integration opportunities;


• educational evaluation including an academic assessment; • DDSB Language Screening Battery; • written language sample; • SLP Services Classroom Communication Checklist; • description of first language skills for ESL/ELL students; • SLP Services Background Information Form; • speech and language assessment.


• Speech Language Pathologist in conjunction with area team.



LEARNING STRATEGIES CLASS

CLASS SIZE: • maximum 16 students.

HUMAN RESOURCES:

• daily: 1 teacher, 1 EA; • consultation: Special Education Facilitator, Psychologist or Psychometrist, Speech

and Language Pathologist. STUDENT PROFILE:

• demonstrates significant discrepancy between academic achievement and intellectual ability (learning disability);

• behavioural needs are secondary and evident as a result of language and/or academic delays;

• learning disorder that is not primarily the result of developmental disability, sensory impairment, cultural difference;

• academic skill achievement may be 2 or more years below grade placement. PROGRAM FOCUS:

• students are integrated into regular classes for 50% of the school day; • language and math support is provided in small groups within the learning

strategies class; • students learn to use technology for accessing the Ontario curriculum and

demonstrating their learning. ASSESSMENTS REQUIRED FOR PLACEMENT CONSIDERATION:

• current academic assessment plus one of the following: • cognitive assessment; • speech and language assessment.





MODIFIED CLASS CLASS SIZE:


• daily: 1 teacher, 1 EA. STUDENT PROFILE:

• a level profile in skill development significantly below age appropriate grade expectations;

• direct instruction required for generalization of all curriculum areas; • difficulty with abstract concepts; • may have delayed social/emotional development; • may have significantly delayed receptive/expressive language skills; • delayed development of problem-solving skills.

PROGRAM FOCUS:

• practical/functional literacy and numeracy skills; • focus is on independent living and work skills according to student need; • coop opportunities may be offered at the secondary level; • integration opportunities based on individual student's strengths.


• current academic assessment plus one of the following: • cognitive assessment; • pediatric assessment; • speech and language assessment as supporting documentation, if available.





MULTIPLE EXCEPTIONALITIES (ME) CLASS CLASS SIZE:

• Elementary: maximum 10 students; • Secondary: maximum 12 students.

HUMAN RESOURCES:

• daily: 1 teacher, 2 EAs. STUDENT PROFILE:

• student has been identified as having two or more exceptionalities such as the following: • Autism/Mild Intellectual Disability; • Learning Disability/Behaviour; • Learning Disability/Physical Disability.

• student has the ability to access the Ontario curriculum;

PROGRAM FOCUS:

• Academics: • based on the Ontario curriculum and contingent upon attained skills; • in secondary, compulsory credits are taught in the ME class; non-

compulsory credits are accessed through integration into regular programs.

• Life Skills: • focus upon independence within the community; • personal life management, social presentation, social skills, work habits,

marketable skills. ASSESSMENTS REQUIRED FOR PLACEMENT CONSIDERATION:

• current academic assessment; • medical assessments, if available; • assessments from outside agencies, if available; • cognitive assessment, if available.


• Area Psychological Services staff



PRACTICAL LEARNING PROGRAM CLASS SIZE:


• daily: 1 teacher, 2 EAs; • consultation: Special Education Facilitator, Psychological Services, Speech and

Language Pathologist as required. STUDENT PROFILE:

• may have an intellectual disability, developmental disability, autism or a combination of these;

• may have an inability to transfer information from one situation to another; • will have a range of receptive/expressive language skills; • may have been in a regular class, ME class, or associated class during elementary

school. PROGRAM FOCUS:

• Academic: • based on the Ontario Curriculum and contingent upon attained skills in

literacy and numeracy; • the student may or may not be working towards credits; • integration is time tabled with consideration given to student interests and

strengths.

• Life Skills: • focus upon increasing independence within the community; • preparation for supported work; • development of skills for self-care, communication, social interactions,

leisure and self-management. ASSESSMENTS REQUIRED FOR PLACEMENT CONSIDERATION:

• medical diagnosis; or

• one of a pediatric or cognitive assessment; • other possible documentation to support placement:

• speech and language assessment; • ABAS (adaptive skills); • academic assessment.





RESOURCE ROOM (DURHAM NORTH ELEMENTARY SCHOOLS ONLY)

CLASS SIZE:


• daily: 1 teacher STUDENT PROFILE:

• students formally identified through an IPRC, having any exceptionality, can be considered for the Resource Class list or for withdrawal support to the Resource Class.

PROGRAM FOCUS:

• students may access the Resource Class for up to 50% of the school day - typically for the CORE subjects;

• emphasis is upon students in grades four through eight accessing the Resource Class. However, upon examining the needs of students within the school, the team may decide to have primary students access the Resource Class;

• school time tabling should take into consideration the grade groupings of students accessing the Resource Class. Resource Classes work most effectively if junior and intermediate grade level students access the room during different times of the school day.


• current academic assessment; • medical assessments, if available; • assessments from outside agencies, if available; • cognitive assessment, if available.

SPECIAL EDUCATION AREA TEAM MEMBER RESPONSIBLE FOR PLACEMENTS

• The school team is responsible for placements in accordance with the above guidelines in consultation with the Area Special Education Facilitator.



STRUCTURED LEARNING CLASS

CLASS SIZE: • maximum 6 students.

HUMAN RESOURCES:

• daily: 1 teacher, 1 EA with additional EA’s based on student need • consultation: Autism Resource Team, Special Education Facilitator, Psychologist

or Psychometrist, Speech and Language Pathologist, and others as required STUDENT PROFILE: Structured Learning Class for students working on the Ontario Curriculum The student:

• has an ASD diagnosis • has acquired all skills measured by the ABLLS-R (or equivalent) with the

exception of intraverbal, social interaction, and play and leisure skills • needs intensive support in social language skills • requires planned opportunities and support for social interaction opportunities • requires a highly structured program with flexibility • requires support and/or supervision during unstructured times (i.e., is unable to eat

in the cafeteria); • with regard to academic skills, has completed kindergarten expectations and is

working on primary curriculum expectations or higher in literacy and numeracy expectations of the Ontario Curriculum (at the intermediate or senior level, the majority of academic skills would be no greater than three years behind the student’s chronological age)

Structured Learning Class for Students Working on Alternative Curriculum The student:

• has a diagnosis of autism and possibly a secondary diagnosis of cognitive disability • needs instruction to increase functional communication • needs a high level of supervision to ensure safety • needs to learn “transition to life” skills (self care; domestic; vocational) • requires experiential learning • requires a highly structured program • in terms of academics, may be working on some aspects of the kindergarten

curriculum or early primary Ontario Curriculum



STRUCTURED LEARNING CLASS

(cont’d) PROGRAM FOCUS:

• Individualized programs conceptualized to meet the needs of the individual student • Systematic and carefully planned, structured and constantly evaluated and modified

based on data • Structured environment – structure of the school environment and activities are

organized, predictable and understandable for the student • Specific Autism related goals – a functional curriculum that addresses the specific

characteristics of Autism and addresses communication, social skills, and coping skills

• A proactive approach to behaviour that includes environmental adaptations and accommodations based on functional behaviour analysis

• Active family involvement


• diagnosis of autism


• Autism Resource Team in consultation with Special Education Area Teams



ALTERNATIVE PROGRAMS

When the needs of a student cannot be met within the Board’s range of placements the following alternative programs may be discussed with parents during the I.P.R.C. process of review.

➔ Grove School

➔ Grandview Campbell Children’s School

➔ SAL

➔ Community Based Learning Program

➔ Durham Alternative Secondary School

(DASS)

➔ Provincial Demonstration Schools - See Section B-10

SECTION B _______SPECIAL EDUCATION REPORT - 2015/2016



INDIVIDUAL

EDUCATION PLANS

IEP

&

TRANSITION PLANNING SECTION B-9



What Is an IEP? 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 record of the particular accommodations2 needed to help the student achieve his or her learning expectations, given the student’s identified learning strengths and needs; • a working document that identifies learning expectations that are modified from the expectations for the age-appropriate grade level in a particular subject or course, as outlined in the Ministry of Education’s curriculum policy documents; • a working document that identifies alternative expectations, if required, in program areas not represented in the Ontario curriculum; • a record of the specific knowledge and skills to be assessed and evalu-ated for the purpose of reporting student achievement of modified and/or alternative expectations; • an accountability tool for the student, the student’s parents, and every-one who has responsibilities under the plan for helping the student meet the stated goals and learning expectations as the student progresses through the Ontario curriculum. Why Does a Student Have an IEP? Regulation 181/98 requires that an IEP be developed for every student identified as exceptional by an Identification, Placement and Review Committee (IPRC). In addition, an IEP may be developed for a student who has not been formally identified as exceptional but who requires a special education program and/or services. In these cases, an IEP is required when: • the school principal determines that a student’s achievement will be assessed on the basis of modified expectations; and/or • the student regularly requires accommodations for instructional or assessment purposes.



Important Information to Be Included in an IEP

The strengths and needs that relate to the student’s learning. If the student has been

formally identified as exceptional, the IEP should include the strengths and needs identified in the statement of decision received from the IPRC.

Relevant assessment data that support the identification of an exceptionality or the reasons that give rise to the need for special education programs and services

Any specialized health support services needed to enable the student to attend school

A list of all subjects/courses in which the student requires modified expectations and/or

accommodations, and all alternative programs

A list of the accommodations the student requires to help him or her learn and demonstrate learning

The student’s current level of achievement in each modified subject or course and/or

alternative program area

Annual program goals and learning expectations for each reporting period in each subject or course in which modified expectations are required and/or in each alternative program area

The assessment methods that will be used to assess the student’s achievement of the

modified or alternative expectations

A clear indication of the way in which student progress will be reported to par-ents (i.e., on the Provincial Report Card and/or in an alternative report) and the dates on which reports will be issued

Documentation of consultations with parents and the student (if the student is 16 or older)

during the development of the IEP and any subsequent reviews, and a record of the review and updating of learning expectations by school staff

A transition plan (if required, according to Regulation 181/98)



TRANSITION PLANNING: MAKING A DIFFERENCE

Durham Approach to Transition Planning to Post Secondary Click here forTransition Advisory Committee

Effective transition planning is important for all students, especially for students with special needs. By September 2015, the Ministry of Education states that all students with an IEP must have a transition plan - PPM 156 Transition Planning for All Students K-12 as part of their IEP. Writing a transition plan needs to be a team approach, including the participation of other professionals, the student, and the student’s family members. It is important to remember the important role of the student and their family in developing and implementing the student’s transition plan. It will be important to initiate student and family involvement in the process. A Transition Plan is an individualized and person centred plan. The plan needs to be evaluated and updated at the beginning of each school year. In order for this to occur there is a process where parents and students are invited to have the opportunity to meet with their transition team at the school.




PROVINCIAL DEMONSTRATION SCHOOLS in ONTARIO SECTION B-10



ONTARIO PROVINCIAL DEMONSTRATION SCHOOLS: SAGONASKA (BELLEVILLE) AND TRILLIUM (MILTON)

Demonstration Schools for english-speaking students with severe learning disabilities and for

students with learning disabilities in association with ADHD.

The provincial demonstration schools provide educational programs for approximately 120 students. Students come to our programs significantly underachieving in all of the basic skills, i.e., reading, writing, spelling and mathematics; many students also have poorly developed social skills. Nevertheless, all of our students have average to above average potential. In addition, our students display some, or all, of the following characteristics: poor auditory and/or visual discrimination and sequencing skills; poorly developed organizational skills; auditory and/or visual memory problems; much difficulty retaining language presented as

a series of symbols (letters) in words or sentences; focusing difficulties. Specialized programs are provided for students with severe learning disabilities in association with an attention deficit hyperactivity disorder. The length of stay at the provincial demonstration school is up to two years in the regular program or up to one year in our highly specialized and resourced special programs. Since provincial demonstration schools are designed to serve as a resource to school boards, rather than to function as a separate education system, every effort is made to help the student return as soon as possible to an appropriate program in his/her local community. Transition plans are prepared and follow-up is provided for students when they return to their home school boards. ADMISSION CRITERIA The applicant qualifies as a resident pupil of an Ontario school board. The applicant has been identified by his/her school boards as Communication: Learning

Disabled exhibiting a significant discrepancy between academic achievement and assessed intellectual ability. The learning difficulties represented in the identification must not primarily be the result of impairment of vision or hearing, physical disability, intellectual disability, or emotional disturbance. (The education of students with mild intellectual disability or developmental delay is not within the mandate of Provincial Demonstration Schools, and their applications will therefore not be considered.)

An IPRC has recommended to the school board that an application be submitted to the PCLD on behalf of the student.

The applicant has been assessed by a Resource Services teacher from a Provincial Demonstration School.



The applicant is in need of a residential education program, except in the case of the Trillium Link Program.

The applicant is not in need of treatment for emotional or behavioural disorders. In addition to the formal criteria listed above, the PCLD looks for characteristics in applicants which experience has shown are most appropriate for our programs in terms of needs and strengths. These characteristics are based on the present population of students attending our schools. CHARACTERISTICS OF DEMONSTRATION SCHOOL STUDENTS: (A Composite Profile) pervasive language difficulties involving the use of language for learning, thinking,

remembering, conversing, such students demonstrate severe difficulties in a general sense with the listening/learning/memory demands of the classroom, particularly in the later grades; for some, verbal expressive abilities may appear more intact;

marked weakness in phonological awareness, the most powerful predictor of reading success and regarded as the core deficit in severe reading disorder, or dyslexia;

very weak academic achievement, particularly in reading skills (mostly grade equivalents of 1 to 3 on standardized tests) despite many years and methods of remediation; in some students reading comprehension is somewhat higher but basic decoding skills have remained very weak and make reading a very slow and onerous process;

spelling and writing skills far below grade expectations; somewhat higher achievement in mathematical skills (mostly grade equivalents of

three to five); sometimes additional difficulties in such areas as fine-and gross-motor coordination,

visual-motor coordination, concentration/attention; at least average learning skills when information is visually, rather than language,

mediated; also, more success in hands-on learning situations such as mechanics and sports;

emotional reactions secondary to “the chronic deprivation of success” in their school histories; these could include low motivation, discouragement, embarrassment, task avoidance, poor self-esteem, and or over-dependence on assistance;

most students between the age of 11 and 15 at the time of application.



All students who apply and meet the criteria for admission will be admitted, In a few instances admission and placement may be deferred in the best interests of serving the student. Provincial demonstration schools are not designed for students who need residential treatment or students with learning disabilities who have severe emotional and behavioural issues. PROVINCIAL DEMONSTRATION SCHOOLS APPLICATION PROCESS 1. Consultation:

discuss with school team; discuss at area team to determine if an appropriate referral.

2. Referral to Board Liaison:

SERT contacts the parent/guardian to discuss possible referral; Board Liaison will meet with parent/guardian, student and SERT to discuss and

review the application process; parent/guardian and student agree to proceed.

3. Phase One:

SERT and parent/guardian complete referral package; completed by May 10th or November 10th; student assessed by Provincial Demonstration School Resource Teachers when

the package is received. 4. Phase Two (Binder Application):

SERT and parent/guardian gather documentation; five copies are required; November and January deadlines; SERT and Liaison deadlines - October 30 and January 15.

5. Binders to the Provincial Demonstration School 6. Admission Interview:

May or June; SERT or classroom teacher, parent/guardian, student and Board Liaison attend.

7. Decision:

late June - parent notified first by letter, application declined, accepted or deferred for one year.



PROVINCIAL DEMONSTRATION SCHOOLS (School boards may access teacher education programs in any of

the provincial demonstration schools.)

Amethyst School (Western and Northwestern areas of the province.)

1090 Highbury Ave., London, Ontario N5Y 4V9

Phone #: (519)453-4408 Fax #: (519)453-7943

Sagonaska School (Eastern and Northeastern areas of the province.)

350 Dundas St. W. Belleville, Ontario K 8P 1B2

Phone #: (613)967-2830 Fax #: (613)967-2482

Trillium School (Central and Midnorthern areas of the province.)

347 Ontario St. S. Milton, Ontario L9T 3X9

Phone #: (905)878-8428 Fax #: (905)878-7540

Centre Jules-Léger (Central Jules-Léger provides French language programs and services for French-speaking students with severe learning disabilities across Ontario.) (Le Centre Jules-Léger offre des programmes et des services en francais aux eleves de langue francaise de l’Ontario qui presentent des difficultés sévères d’apprentissage.)

281 Avenue Lanark Ottawa, Ontario K1V 6A6

Phone #: (613)761-9300 Fax #: (613)761-9301 ATS #: (613)761-9302



INFORMATION REGARDING PROVINCIAL DEMONSTRATION SCHOOLS FOR DEAF/HARD OF HEARING AND

VISION IMPAIRMENTS IN DEVELOPMENT PROVINCIAL DEMONSTRATION SCHOOLS IN ONTARIO: ∙ are operated by the Ministry of Education; ∙ provide education for students who are deaf or blind, or who have severe learning

disabilities; ∙ provide an alternative education option; ∙ serve as regional resource centres for students who are deaf, blind, or deaf-blind; ∙ develop and provide learning materials and media for students who are deaf, blind, or

deaf-blind; ∙ provide school board teachers with resource services; ∙ play a valuable role in teacher training. W. ROSS MACDONALD SCHOOL: SCHOOL FOR THE BLIND AND DEAF-BLIND W. Ross Macdonald School is located in Brantford and provides education for students who are blind, visually impaired, or deaf-blind. The school provides: ∙ a provincial resource centre for the visually impaired and deaf-blind; ∙ support to local school boards through consultation and the provision of special learning

materials, such as Braille materials, audiotapes, and large-print text-books; ∙ professional services and guidance to Ministries of Education on an interprovincial,

cooperative basis.

Programs are tailored to the needs of the individual student and: ∙ are designed to help these students learn to live independently in a non-sheltered

environment; ∙ are delivered by specially trained teachers; ∙ follow the Ontario curriculum developed for all students in the province; ∙ offer a full range of courses at the secondary level; ∙ offer courses in special subject areas such as music, broad-based technology, family

studies, physical education, and mobility training; ∙ are individualized, to offer a comprehensive "life skills" program; ∙ provide through some visiting for parents/guardians and families of preschool deaf-blind

children to assist in preparing these children for future education.



PROVINCIAL SCHOOLS FOR THE DEAF The following Provincial Schools offer services for

deaf and hard-of-hearing students:

The Ernest C. Drury School for the Deaf (Serves central and northern Ontario.)

255 Ontario St. S. Milton, Ontario L9T 2M5

Phone #: (905)878-2851 Fax #: (905)878-1354

The Robarts School for the Deaf (Serves western Ontario.)

1090 Highbury Ave., London, Ontario N5Y 4V9

Phone #: (519)453-4400 Fax #: (519)453-7943

The Sir James Whitney School for the Deaf (Serves eastern Ontario.)

350 Dundas St. W. Belleville, Ontario K8P 1B2

Phone #: (613)967-2823 Fax #: (613)967-2857

Centre Jules-Léger (Serves francophone students and families throughout Ontario.)

Ottawa, Ontario

Admittance to a Provincial School is determined by the Provincial Schools Admission Committee in accordance with the requirements set out in Regulation 296. These schools provide elementary and secondary school programs for deaf students from preschool level to high school graduation. The curriculum follows the Ontario curriculum and parallels courses and programs provided in school boards. Each student has his or her special needs met as set out in his or her Individual Education Plan (IEP). Schools for the deaf:

∙ provide rich and supportive bilingual/bi-cultural educational environments which facilitate students' language acquisition, learning, and social development through American Sign Language (ASL) and English;

∙ operate primarily as day schools; ∙ provide residential facilities five days per week for those students who do not live

within reasonable commuting distance from the school. Transportation to Provincial Schools for students is provided by school boards. Each school has a Resource Services Department which provides:

∙ consultation and educational advice to parents/guardians of deaf and hard-of-hearing children and school board personnel;

∙ information brochures; ∙ a wide variety of workshops for parents/guardians, school boards, and other

agencies; ∙ an extensive home-visiting program delivered to parents/guardians of deaf and

hard-of-hearing preschool children by teachers trained in preschool and deaf education.



SCHOOL FOR THE BLIND AND DEAF-BLIND

W. Ross Macdonald School 350 Brant Avenue Brantford, Ontario N3T 3J9

Phone #: (519) 759-0730 Fax #: (519) 759-4741




SPECIAL

EDUCATION

STAFF

SECTION B-11



SPECIAL EDUCATION STAFF ELEMENTARY AND SECONDARY PANELS

Special Education Staff Elem Sec Total Staff Qualifications

1. Teachers of exceptional students see list - next page

1.1 Special Education Resource Teacher (SERT) 151.3 36.7 188

1.2 Teachers for self-contained classes 169.6 96.3 265.9

2. Other special education teachers

2.1 Interant teachers (Hearing Resource) 4 1 5

2.2 Interant (Vision Resource) 3.5 1 4.5

2.3 Co-ordinators - - -

2.4 Facilitators 12.5 2 14.5

2.5 Advanced Technology Trainer 2.5 - 2.5

3. Educational assistants in special education

3.1 Educational assistants 586.8 276 862.83

4. Other professional resource staff

4.1 Psychologists 6

4.2 Psychometrists 23

4.3 Psychiatrists - - -

4.4 Speech-Language Pathologists 24

4.5 Audiologists - - 1

4.6 Occupational therapists - - -

4.7 Physiotherapists - - -

4.8 Social workers / Attendance Counsellors 20

4.9 Mental Health Leader - - 1

5. Paraprofessional resource staff

5.1 Orientation and mobility personnel - .5 .5

5.2 Oral interpreters (for deaf students) 5 5 10

5.3 Sign interpreters (for deaf students) - - -

5.4 Transcribers (for blind students) N.A. N.A. N.A.

5.5 Interveners (for deaf-blind students) 6 6

5.6 Auditory-verbal therapists N.A. N.A. N.A.

5.7 Subtotal 16.5

SPECIAL EDUCATION REPORT – 2015-2016

STAFF DEVELOPMENT SECTION B-12

SECTION B SPECIAL EDUCATION REPORT – 2015-2016 Month AM/PM/all day TITLE AUDIENCE DELIVERED BY


September-10-15

- 1:00-2:00 (Face-to-face)

- Adobe 9:30-10:30

- Adobe 3:00-4:00

Power TPM - Preparing IEP's for

the 2015/2016 - 1:00-2:00 (Face-

to-face) - Adobe 9:30-10:30 - Adobe 3:00-4:00

Special Education Resource Teachers Power TPM Team

September-11-15 PM

Teaching Gifted session 1: New to Teaching Gifted

Elementary/Secondary Teachers

Facilitator for Gifted Programmes

September-15-15 AM session PM session

PowerTPM Tips: Small Class Teachers - IEP (not including Gifted classroom teachers) 8:30-11:00 and 12:30-3:00) Small Class Teachers

Power TPM Team & Special Education Facilitators

September-15-15 AM TAMI Intermediate Teacher Training Grade 7/8 Teachers

Allison Potts and Heather Hawco-Gray

September-16-15 pm

Best Practices for the Primary Language Class Elementary Teachers SLPs

September-16-15 AM

Power TPM New to SERT (face-to-face - 8:30-11:00 and 12:30-3:00) New SERTS Power TPM Team

September-17-15 PM

Power TPM New to SERT (face-to-face -12:30-3:00) New SERTS Power TPM Team

September-29-15 AM and PM SERT All Call (face to face) SERTS and SpecEd. Hds IF & PowerTPM

September-29-15 All Day Structured Teaching Session 1, Day 1

Elementary, Secondary Teachers, and EA's

Autism Resource Team



September-30-15 AM/PM

Power TPM TIPs - Administrators (Adobe Connect - 10:00-11:00 and 2:00-3:00) Administrators Power TPM Team

2015/09/TBD after school

Does not appear on PD Calendar from Programs

(Apr.24-15) 3:00 - 4:30

Introduction to Anxiety/Classroom Strategies (this is pending review by Richard)

Elementary/Secondary Teachers Allison Potts

October-01-15 AM/PM Leading Each Day Administrators Richard Kennelly

October-01-15 PM

Teaching Gifted session 2: A Crash Course in Gifted Special Events: How to integrate these events into your teaching practice and prepare your students for competition. Elementary Teachers


October-02-15 Spec Ed Staff Meetings

Special Education Staff

Richard Kennelly/ Spec Ed Leadership Team

October-05-15 AM and PM

Power TPM - Ministry Reports (face-to-face - 8:30-10:00 & 2:00-3:30) SERT's Power TPM Team

October-08-15 AM/PM (both)

Making Connections: New to Teaching a Student with Hearing Loss Teachers/EAs/ECEs

Hearing Resource Teachers



October-08-15 PM

Supporting Students with Visual Impairments in the Mainstream

SERTS, Classroom Teachers Elementary and Secondary

Vision Itinerant Teachers

October-08-15 All Day

Behaviour Management Systems

EAs, Teachers, Adminstrators

Psychological Services and School Administrator

October-08-15 AM/PM

Structure &Beyond (gr 7-12 Mainstream)

Elementary/ SecondaryTeachers Autism Resource

Team

October-13-15 PM

Educational Assistants who Support Students with Visual Impairments in Mainstream Classes

Educational Assistants who support Students with Vision Impairments Vision Itinerant

Teachers

October-15-15 All Day Structured Teaching Session 1, Day 2

Elementary/Secondary Teachers, and Eas


October-19-15 All Day SIP Training Sessions

Elementary and Secondary Admin/SERTS

Spec Ed Officer/IFS/Psych services

October-20-15 AM AT Update - Clicker 6 - face-to-face

Elementary and Secondary Teachers AT Facilitators




October-22-15 AM and PM ABLLS -R

Elementary and Secondary Teachers Autism Resource

Team

October-22-15 Full Day Session


EAs, Teachers Adminstrators Psychological

Services and Admin












October-29-15 PM

Supporting Students with Visual Impairments in the Mainstream

SERTS, Classroom Teachers Elementary and Secondary

Vision Itinerant Teachers




October 29-30/15 All Day - 2 days

ASIST - Applied Suicide Intervention Skills Training

Elementary and Secondary Administrators, Guidance, SERT Mental Health

2015/10/TBD after school 3:00 - 4:30

Introduction to Anxiety/Classroom Strategies (this is pending review by Richard) Elem/Sec Teachers Allison Potts

November-02-15 AM and PM SERT Networking SERTS and SpecEd. Hds

IF's

November-03-15 All Day




November-03-15 All day

Structure & Beyond: Communication

Elementary, Secondary Teachers, and EA's Autism Resource

Team

November-04-15 PM

Teaching Gifted session 3: Teaching Gifted Students in the Mainstream Elementary Teachers




November-16-15 All Day Structured teaching Session 2, Day 1

Elementary/Secondary Teachers, and Eas


November-17-15 AM/PM SERT All Call - Adobe Connects

SERTS and SE Dept. Heads

IF and PowerTPM

November-18-15 PM

Smart Boards for Small Class Teachers - face-to-face

Elementary and Secondary Teachers

AT Facilitators

November-24-15 All day Structure & Beyond: Social Skills

Elementary/Secondary Teachers, and EAs Autism Resource

Team

November-24-15 AM iPod/iPad - SEA - face-to-face

Elementary and Secondary Teachers

AT Facilitators

November-25-15 All Day




November 26-27/15 All Day


Elementary and Secondary Administrators, Guidance, SERT

Mental Health

December-01-15 All Day




December-01-15 pm

Best Practices for Primary Language class

Elementary Teachers SLPs

December-08-15 All day Structured teaching Session 2, Day 2





December-11-15 AM Spec Ed Staff Meetings Spec. Ed. Staff


December-14-15 All day Structure & Beyond: Curriculum



December-15-15 PM

Integrating Critical Thinking Skills Techniques into your Classroom

Elementary, Secondary Teachers


December-16-15 All Day




January-06-16 AM PM

New to SERT - Power TPM (face-to-face)12:30-3:00)

New SERTS Power TPM

January-07-16 AM/PM Leading Each Day Admin Richard Kennelly

January-08-16

Power TPM -Preparing IPRC's for upcoming reviews (Adobe Connect - 10:30-11:30, 2:00-3:00) SERT's Power TPM

January-12-16

Power TPM TIPs: Administrators (Adobe Connect - 9:15-10:00 and 1:30-2:15) Administrators Power TPM

January-12-16 All day

Structured Teaching, Session 3, Day 1



January-14-16 Full Day Session



Psychological Services and Admin

January 21-22/16 Full Day Session


Elementary and Secondary Administrators, Guidance, SERT

Mental Health



January-27-16 All day

Structure & Beyond: Communication



January-27-16 Full Day Session




2016/01/TBD after school 3:00 - 4:30

Introduction to Anxiety/Classroom Strategies (this is pending review by Richard)

Elem/Sec Teachers Allison Potts

February-02-16 AM/PM SERT All Call - Adobe Connects

SERTS and SE Dept. Heads

IF and PowerTPM

February-03-16 All Day



Team

February-05-16 AM Spec Ed Staff Meetings Special Education Staff


February-10-16 Full Day Session




February-11-16

Power TPM - Preparing IPRC's for upcoming reviews (Adobe Conect - 10:30-11:30 & 2:00-3:00)

SERTs and SE Dept. Hds Power TPM

February-11-16 PM

Integrating Creative Thinking Skills Techniques into your classroom

Elementary and Secondary Teachers Facilitator for

Gifted Programmes

February-16-16 AM/PM

Structure & Beyond (gr 7-12 Mainstream)





February-23-16 AM/PM Transition Supports Elementary, Secondary Teachers


February-24-16 pm

Best Practices for Primary Language Class: Bridging the curriculum - oral language throughout the school year + transition planning Elementary Teachers SLPs

February-24-16 Full Day Session


EAs, Teachers, Adminstrators Psychological

Services and Admin

February-29-16 AM/PM SERT Networking SERTS and SpecEd. Hds

IF's

February-29-16 AM/PM SERT Networking SERTS and SpecEd. Hds IF's

March-08-16 Full Day Session



Services and Admin

March-09-16 All day



Team

March-10-16

Power TPM - Running Reports in Preparation for Ministry Reporting (8:30-10:00 and 2:00-3:30 - both face-to-face sessions)

SERTS and SE Dept. Heads Power TPM

March-21-16 All day Structure & Beyond: Social Skills





March-24-16 All Day




March-24-16 AM/PM SERT Networking SERTS and SpecEd. Hds

IF's

March-29-16 AM iPod/iPad for SEA - face-to-face

Elementary/Secondary Teachers,

AT Facilitators

April-05-16 All day




April-13-16 All Day




April-21-16 All day Structure & Beyond: Curriculum

Elementary, Secondary Teachers Autism Resource

Team

April-21-16 All Day


EAs, Teachers Adminstrators


April-22-16 AM/PM Leading Each Day

Administrators

Richard Kennelly

April-26-16 AM/PM SERT All Call (face to face)

SERTS and SpecEd. Hds IF and PowerTPM

April 28-29/2016 All Day - 2 days


Elementary and Secondary Administrators, Guidance, SERT Mental Health

April-29-16 Spec Ed Staff Meetings Special Education Staff


May-11-16 Full Day Session






May-19-16 AM

New model of programming for BAC classes Elementary Teachers

Psychological Services

May-24-16 Full Day Session



Services and Admin

June-09-16 Full Day Session



Services and Admin

June-13-16 PM

New model of programming for BAC classes

Elementary Teachers Psychological Services

June-16-16

Power TPM - Creating IEP's for the 2016/2017 school year - adobe connect - 9:30-10:30 and 2:00-3:00

SERTS and Spec.Ed. Heads

Power TPM

June-17-16 AM Spec Ed Staff Meetings

Special Education Staff


June-22-16 Full Day Session







SPECIAL EQUIPMENT AMOUNT

AND

ADVANCED TECHNOLOGY

SECTION B-13

SECTION B SPECIAL EDUCATION REPORT 2015/2016



ACCESSIBILITY

of

SCHOOL BUILDINGS

SECTION B-14


MULTI-YEAR ACCESSIBILITY PLAN

2013-2018

This publication is available on the Durham District School Boards’

website at www.durham.edu.on.ca

and in accessible formats upon request through the Operations Department

(905) 666-5500. Prepared by: The Accessibility Committee Durham District School Board

http://www.durham.edu.on.ca/

DC/bn Revised 2013/03/12 Page 3 of 8 ACCESSIBILITY PLAN DURHAM DISTRICT SCHOOL BOARD

TABLE OF CONTENTS Introduction and Objectives ........................................................................................................... 3 Profile of the Durham District School Board .................................................................................. 3 The Accessibility Committee ........................................................................................................... 4 Integrated Accessibility Standards Regulation ............................................................................... 5 Barrier - Removal Actions ............................................................................................................... 7 Preventing New Barriers ................................................................................................................. 9 Accessibility Planning Process ......................................................................................................... 9 Barriers to be Addressed ............................................................................................................. 10 Supporting Inclusion and Accessibility .......................................................................................... 10 Review and Monitoring Process ................................................................................................... 10

Communication of the Plan .......................................................................................................... 11 Appendix A - Ontario Human Rights Commission - definition of disability .................................. 12 Appendix B - Barrier Free Accessibility


DC:sc Section B-14 2014 06 30

Introduction and Objectives

The Accessibility Directorate for the Province of Ontario estimates that 1 in 7 or 15.5% of Ontarians has a disability and as the population ages that number will increase. By 2025, this number is expected to increase to 20 per cent.

The purpose of the Ontarians with Disabilities Act, 2001 (ODA) and the Accessibility for Ontarians with Disabilities Act, 2005 (AODA) is to improve opportunities for people with disabilities and to provide for their involvement in the identification, removal, and prevention of barriers to their full participation in the life of the province. A disability is a functional limitation or restriction of an individual’s ability to perform or participate in an activity and it may just mean that some things are done in a different manner. The ODA and AODA adopt the broad definition of disability that is set out in the Ontario Human Rights Code (Appendix A).

To this end, the Durham District School Board (DDSB) is committed to the continual improvement of accessibility and the ongoing removal of barriers to school board facilities, policies, programs, practices and services for students, staff, parents/guardians, volunteers and members of the community with disabilities. In accordance with the AODA, an Accessibility Committee has been established and continues to maintain the annual plan and monitor the implementation.

This Accessibility Plan, prepared by the Accessibility Committee, describes the measures that the DDSB has taken in the past, and the on-going measures the Board will take to identify, remove, and prevent barriers for people with disabilities.

These efforts are currently focussed on the implementation of the Integrated Accessibility Standards Regulation. This regulation addresses the next three standards after the Accessibility Standards for Customer Service: Information & Communications, Employment and Transportation. These standards will be phased in between 2011 and 2025.

This plan describes the process that the DDSB will use to identify, remove, and prevent

barriers for people with disabilities who work in, use or attend school board facilities and services, within the financial resources available.

Profile of the Durham District School Board

The Durham District School Board is responsible for public education in the rural settings of Uxbridge, Brock and Scugog Townships and the urban settings of Ajax, Whitby, Pickering and Oshawa. The Board employs more than 7,000 teaching and educational services staff. With 132 elementary and secondary schools and learning centres, the Board accommodates more than 68,000 regular day students and thousands more who take advantage of a wide variety of continuing education and adult credit courses.



More information about the DDSB can be found on the Board's website at www.durham.edu.on.ca. The Mission Statement of the Durham District School Board is :

“Ignite Learning”

The Durham District School Board is committed to the principles and practices of inclusion to foster full community participation and integration. All students, regardless of special talents or challenges, can grow and best be prepared by attending schools which offer accessible programs in accessible settings through accessible services.

The Accessibility Committee - 2015

Committee Member Area of Representation

Andrea McCauley Chair of Accessibility Committee

Richard Kennelly Special Education

Mike St. John Operations

Martine Robinson Staff Development

Barry Bedford Equity, Diversity and Race Relations

Gary Gibson Health and Safety

Accessible Customer Service Committee

Ed Hodgins and Tim Ralph Business/ IT

Katie Johnson Transportation

Lisa Bianca Facilities Services

Andrea McCauley Special Education

Kathy Tobin Disability Management

Arlene Walkes Employee Relations/Hiring

CUPE Representative CUPE, Local 218

DESA

Sarah MacDonald DSAA

Gerard O’Neill ETFO

OSSTF Representative OSSTF

SEAC Representative Special Education Advisory Committee



Student Trustee Students

Donna Edwards Trustee

Andrea Pidwerbecki Communications

The Accessibility Committee develops and reviews the annual Accessibility Plan and monitors the implementation. To give feedback about accessibility within the Durham District School Board, the following email may be used: [email protected] Feedback may also be given by phone at: (905)666-5500 or 1-800-265-3968 or TTY: 905-666-6343 or 1-877-868-5575 Operations Department Finally, written feedback may also be mailed to:

Operations Department Durham District School Board 400 Taunton Road East Whitby, ON L1R 2K6

Integrated Accessibility Standards Regulation

The Integrated Accessibility Standards Regulation combines information & communications, employment, and transportation standards under one regulation. This is now the law and the requirements are being phased in between 2011 and 2025. The chart below highlights the requirements for public sector organizations with 50+ employees.

Year General Requirements

Information & Communication

Employment

2012 -emergency & public safety information available in accessible formats

-workplace emergency information available in accessible formats

mailto:[email protected]



2013 -organization will develop accessibility policies and plans regarding procurement or acquiring goods, services or facilities

-educational and training materials available in accessible formats

-training to educators provided regarding accessibility awareness

-public libraries to provide access to accessible materials

2014 -staff are trained in accessibility standards

-transportation will provide individual student travel plan

-feedback processes are accessible

-internet web sites and content conform with WCAG 2.0 Level A

-employer shall make accommodations when required during recruitment and returning to work

-performance, career development and redeployment take into consideration accessibility needs of employee

2015 -accessible formats and communication supports available when required

-educational or training materials & textbook manufacturers have accessible formats available upon request

- libraries have print-based material available in accessible format



2020 -educational or training materials & textbook manufacturers have accessible formats for supplementary print materials available upon request

- libraries multi-media/digital resources available in accessible format

2021 -all Internet web sites and web content must conform with WCAG 2.0 level AA

The Integrated Accessibility Standards Regulation includes requirements for compliance from 2012 through 2021. The Durham District School Board has met the requirements for 2013, as outlined above, and is preparing to meet the requirements for 2014 - 2021.




TRANSPORTATION SECTION B-15



TRANSPORTATION Durham Student Transportation Services (DSTS) is fully supportive of an integrated student transportation system for all students where it is safe and practical to do so. Students with special needs may be transported on traditional buses and specialized transportation may be utilized in situations where, due to the nature of the exceptionality or safety concerns appropriate alternative accessible transportation is required because the features of the vehicle are more suitable to the student’s needs. Durham Student Transportation Services may make specialized transportation arrangements for students who have been approved by the Durham District School Board as:

Having a documented approved physical, mental or emotional exceptionality that prevents them from safely getting to and from their designated school.

Placement in a specialized program or contained classroom may qualify the student.

Transportation is arranged for special needs students only.

Students in education programs in care, treatment and correctional facilities classrooms:

- Students attending Section 23 facilities may be entitled to transportation. Parents can connect with agency staff who will speak to Grove School administration.

Students attending Provincial Schools:

- Students attending Provincial schools will be set up on transportation that is coordinated centrally in conjunction with the Ministry of Education. The Provincial school will be able to provide further details for students that are staying in residence.

All school bus drivers must be provided First Aid Training and are trained as well on the

proper use of an Epipen.

School buses are equipped with a two way radio and contact with the Operator’s main dispatcher is maintained at all times during scheduled runs.

School Principals or designate are encouraged to communicate with the school bus drivers and Durham Student Transportation Services Special Education Route Coordinator if they have students that require any special care or strategies for a safe school bus ride.

For more information regarding Durham Student Transportation Services and the DSTS Transportation Policy, please visit www.dsts.on.




REGULATION - PROTOCOL FOR

COLLABORATION AGREEMENT WITH

EXTERNAL AGENCIES FOR

PROVISION OF SERVICES BY

REGULATED HEALTH

PROFESSIONALS, REGULATED

SOCIAL SERVICE PROFESSIONALS, &

PARAPROFESSIONALS (PPM 149)

SECTION B-16



RRReeeggguuulllaaatttiiiooonnn Category: Community

Regulation #1315 Regulation: Protocol For Collaboration Agreement With External Agencies For Provision Of Services By Regulated Health Professionals, Regulated Social Service Professionals, And Paraprofessionals (Ministry Of Education Policy/Program Memorandum #149) 1.0 Purpose and Scope The purpose of this procedure is to provide direction in the implementation of PPM 149, September 25, 2009 - Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals, and Paraprofessionals. The Durham District School Board (DDSB) supports Collaboration Agreements that are consistent with its vision and mission statements and existing policies and procedures. A Collaboration Agreement is recognized as a mutually beneficial and supportive arrangement between the DDSB and an External Agency providing Services by Regulated Health Professionals, Regulated Social Service Professionals, and Paraprofessionals. The intent of these Collaboration Agreements is to foster continuous improvement in the delivery of programs and services for all students, including students with special needs. Collaboration Agreements must enhance and supplement but not duplicate the delivery of services of DDSB professional student support services staff and/or paraprofessional staff and not violate collective agreements. 2.0 Definitions External Agency An organization, not internal to a school board, that employs regulated health professionals, regulated social services professionals and paraprofessionals. Regulated Health Professional, Regulated Social Service Professionals and Paraprofessionals • audiologist, as defined by the Audiology and Speech-Language Pathology Act, 1991 • speech-language pathologists, as defined by the Audiology and Speech-Language Pathology Act,1991 • occupational therapists, as defined by the Occupational Therapy Act, 1991 • physiotherapists, as defined by the Physiotherapy Act, 1991 • psychologists, as defined by the Psychology Act, 1991 • psychological associates, as defined by the Psychology Act, 1991 • social workers, as defined by the Social Work and Social Service Work Act, 1998 • other regulated professionals and/or paraprofessionals who are deemed by the school board to be essential for the delivery of programs and services for students with special needs • any future regulated categories will also be covered by this protocol



Collaboration Agreement A formal, written document that enables the DDSB to form agreements with External Agencies in the areas of Regulated Health Professionals, Regulated Social Services Professionals and Paraprofessionals. 3.0 Process Components Responsibility The Superintendent of Education/Special Education/Grove shall be responsible to oversee this procedure. DDSB Collaboration Agreement Committee The DDSB Collaboration Agreement Committee will be established and will convene at least semi-annually to identify potential new partners, review appropriate administrative mechanisms related to completing a formal Collaboration Agreement and review current Collaboration Agreements. This committee will be chaired by the Superintendent of Education/Special Education/Grove or designate. Membership will include the three Chiefs of Services (Psychology, Speech-Language Pathology, Social Work), Partnership Development Co-ordinator (Grants) and an administrator. Programs and Services Information Professional support services and paraprofessional staff provide diverse and flexible services to enable students to reach their full potential. The supports are essential for the delivery of programs and services for all students and particularly those with special needs. A description of services delivered by board staff and examples of programs delivered in collaboration with External Agencies, can be found at: http://ddsb.durham.edu.on.ca/DDSBmain.htm 4.0 Procedures for Establishing a Collaboration Agreement Collaboration Agreements will be most relevant and pertinent when developed in a coordinated effort between school staff, professional support services staff and External Agencies. Seeking input from students and parents is encouraged as they can typically speak directly to the relevance and interest in support programs and services. Even in situations where school based programs have been previously developed and implemented in other DDSB schools, consideration for individual school preferences should be given. The starting point for development of Collaboration Agreements should be a collaboration between External Agency personnel and the school principal, DDSB professional support services and other relevant school staff. Note that a single Collaboration Agreement could involve a series of DDSB schools. In situations where a program has been previously implemented in DDSB schools, the Collaboration Agreements should be reviewed and tailored to the specifics of a school(s).

http://ddsb.durham.edu.on.ca/DDSBmain.htm



Questions regarding the suitability or possibilities of a Collaboration Agreement should be directed as follows: • Mental Health Collaboration Agreements - Chief Psychologist or Chief Social Worker • Speech and Language Collaboration Agreements - Chief Speech-Language Pathologist School principals wishing to pursue the development of a collaboration agreement should direct External Agencies to the Partnership Development Coordinator (Grants) who will take the lead in drafting Collaboration Agreements with External Agencies. Collaboration Agreements will be approved by the DDSB Collaboration Agreement Committee prior to any implementation. 5.0 Maintaining a Collaboration Agreement Collaboration Agreements must be in keeping with the DDSB’s Strategic Directions: Durham Directions, Our Plan for Student and School Success 2009-2013 and existing policies and procedures. The principal is responsible for the organization and management of the school, per the Education Act. Principals should consult with the DDSB Chief Psychologist, Chief Social Worker, and Chief Speech-Language Pathologist regarding issues of professional conduct, service delivery and quality assurance. In the event that a disagreement or dispute between the parties occurs, a joint advisory committee will be convened. The committee will consist of no less than three representatives from the DDSB and no less than three representatives of the External Agency. All staff from External Agencies must agree to adhere to the Board’s standards of confidentiality, equity, safe schools, suspected child abuse reporting and human rights. 6.0 Related DDSB Policies, Procedures and Regulations The related policies, procedures and regulations include but are not limited to the following: Procedure #1605: Use of School Space by Outside Agencies During School Hours Procedure #3451: Third Party Payment for In-Classroom Student Support Policy #1330: Partnerships, Sponsorships and Donations Regulation #1330: Partnerships, Sponsorships and Donations Policy #4220: Criminal Background Checks Procedure #4220: Guidelines for the Collection of Criminal Background Checks DDSB Developing Partnerships: A Blueprint for Success DDSB Corporate Identity Standards 7.0 Required Documentation of a Collaboration Agreement -Description of External Agency

Provide the name, address, mandate, and validation of status of the External Agency.



-Description of Program/Services

Describe the program/services goals and expected outcomes. Include information on the following: format (e.g., group, classroom, or school wide), specific grades, resources required (space, materials, etc...), program time lines, and contact person.

Provide evidence of congruence with the DDSB’s Strategic Directions: Durham Directions, Our Plan for Student and School Success 2009-2013 found at: http://ddsb.durham.edu.on.ca/DDSBmain.htm http://www.ddsb.durham.edu.on.ca./ Detail any needs for space and material resources by the External Agency. Staff requirements for accommodations should be identified. Space for DDSB staff to execute their duties will be allocated prior to offering space to External Agencies.

-Informed Consent In cases where a student is to be withdrawn from regular classroom services, procedures for obtaining informed consent and a sample of the informed consent documentation is required. In cases of whole classroom support, a copy of a letter informing parent/ legal guardian(s) and/or student who is of age of the services to be provided is required.

-Criminal Background Checks - Vulnerable Sector Screening To comply with Regulation 521/01 "Collection of Personal Information" under the Education Act, the External Agency covenants and agrees to provide the Ontario Education Services Corporation (OESC), or such other entity as the DDSB may designate, with consent to perform a criminal background check including Criminal Code (Canada) convictions, pardoned sexual offenses, records of convictions under the Controlled Drugs and Substances Act, Narcotic Control Act and Food and Drugs Act and all outstanding warrants and charges for every individual who may come into direct contact with pupils on a regular basis. The OESC-issued Identification Card must be worn by External Agency staff members when they are at the Schools. The OESC Identification Card is valid for a period of three years.

Provincial organizations that provide services to schools and have standards and practices in place which meet the requirements of Regulation 521/01 may present a valid photo identification card from the provincial organization in lieu of the OESC identification card. The following organizations are in this category:

Public Health Departments Victorian Order of Nurses Community Care Access Centres Children’s Mental Health Ontario Provincial Schools Authority Day Nurseries Children’s Aid Societies St. John’s Ambulance Big Brothers Big Sisters

http://ddsb.durham.edu.on.ca/DDSBmain.htm

http://www.ddsb.durham.edu.on.ca./



Under the terms of the Agreement, the DDSB has sole and unfettered discretion to prohibit External Agency staff members from entering the Schools and to terminate the Agreement if the External Agency fails to obtain or renew the OESC Identification Cards according to the DDSB Policy on Criminal Background Checks.

All costs associated with obtaining criminal background checks are paid by the External Agency.

-Proof of Insurance External Agencies must provide a certificate of insurance, naming the DDSB as an additional insured, evidencing General Liability as well as Professional Liability in the amount of five million ($5,000,000.00) and to include cross-liability and severability of interest as well as 30 day cancellation notice clause.

-Qualifications/Supervisory Relationships External Agency staff who are members of a regulated professional college must include: current qualifications as relevant to the services to be provided, current membership in the relevant regulated college and declaration of delivery of services in accordance with professional standards of practice. External Agency staff who are paraprofessionals must include: evidence of work under the clinical supervision of staff from the External Agency who currently holds membership in the relevant regulated college and details of the paraprofessional’s role, responsibilities, name of immediate supervisor, supervision plan with time and supervisor’s qualifications. Supervision of paraprofessionals from External Agencies to be provided by staff from External Agencies, who are members in the relevant regulated college.

-Evaluation The DDSB and External Agencies must collaborate on the evaluation of programs and services provided as a component of the yearly review. Proposed methods of evaluation along with proposed tools should be included with the Collaboration Agreement.

-Fees or Payment Statement of any fees or payment is required prior to the approval of the Collaboration Agreement.

-Termination The terms of termination should be specified in each Collaboration Agreement. It will also be agreed that the External Agency or DDSB may terminate the Collaboration Agreement by giving thirty days written notice. In the event the DDSB becomes unable to provide the Space to the External Agency for reasons beyond its control, including but not limited to Acts of God, labour dispute, emergency or other



unforeseen contingency, all obligations of the DDSB to the Agency shall immediately be suspended, to recommence if reasonably feasible when the period of disruption ends, or subject to termination of all obligations by the DDSB if, in its sole discretion, recommencement is no longer reasonably feasible. It will be understood that the Principal or DDSB may refuse access to the school premises by the External Agency staff at any time.

- Research The DDSB will consider opportunities to collaborate with institutions, agencies and individuals in the conduct of research which benefits the pupils and employees of the DDSB as well as the community at large. Research requests shall be made in writing to the DDSB Research Advisory Committee, giving details of the proposal as outlined in the research application form. For further information see: http://www.ddsb.durham.edu.on.ca./www.ddsb.durham.edu.on.ca

COLLABORATION AGREEMENT

BETWEEN

Durham District School Board (DDSB)

and

_ ___________________________________________________ _____ (External Agency) This Collaboration Agreement is a mutually beneficial, ongoing and supportive arrangement between the parties, to provide expanded opportunities to enhance student success. DESCRIPTION OF THE EXTERNAL AGENCY Name: Address: Validation of Status: [append documentation] Mandate: DESCRIPTION OF THE SERVICE/PROGRAM Program/Service Goals:

http://www.ddsb.durham.edu.on.ca./



Program/Services Expected Outcomes: Alignment with DDSB’s Strategic Directions: Durham Directions, Our Plan for Student and School Success 2009-2013 : Description: [ Include information on the following: format (e.g., group, classroom, or school wide), specific grades, resources required (space, materials, etc...).] Contact Person(s): Time Lines: TERMS OF THE COLLABORATION AGREEMENT As outlined in the DDSB Procedure: Policy/Program Memorandum # 149, Protocol for Collaboration Agreements with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals, and Paraprofessionals, all required documentation will be attached to this agreement. School Responsibilities ___________________________(Name of School) agrees to involve the school administrative staff, other applicable school staff, and DDSB professional support services staff, and to: 1. Participate in the collaborative development of programs/services and ensure consistency with the School Improvement Plan. 2. Monitor the progress of the programs/services and set priorities based on needs identified in the School Improvement Plan. 3. Review program/service outcomes, recommend modifications, and provide advice to the External Agency program administrator. External Agency Responsibilities The External Agency agrees to: 1. Collaborate with the DDSB Communication Department regarding any promotional activities. 2. Operate within the context of the DDSB’s Strategic Directions: Durham Directions, Our Plan for Student and School Success 2009-2013, DDSB policies and procedures including, but not limited to those related to: abuse and neglect of students, equity and human rights, safe schools, and criminal background checks. It is understood that the Education Act, privacy legislation, and collective agreements govern DDSB operations. 3. Ensure that any participant who experiences trauma or a crisis during the term of a Collaboration Agreement activity is referred for assistance to the External Agency’s



supervisory staff and that the school principal be informed as well as other appropriate Board staff (e.g., school social worker, psychometrist, or psychologist). 4. Staff sign in at the office and carry a visitor’s pass. Qualifications/Supervisory Relationships Staff of the External Agency must either be members of a regulated professional College in Ontario or their service must be supervised by a member of the relevant regulated professional College in Ontario. Evidence of current qualification of staff and/or supervisors must be appended to the Agreement. Criminal Background Checks - Vulnerable Sector Screening To comply with Regulation 521/01 "Collection of Personal Information" under the Education Act, the External Agency covenants and agrees to provide the Ontario Education Services Corporation (OESC), or such other entity as the DDSB may designate, with consent to perform a criminal background check including Criminal Code (Canada) convictions, pardoned sexual offenses, records of convictions under the Controlled Drugs and Substances Act, Narcotic Control Act and Food and Drugs Act and all outstanding warrants and charges for every individual who may come into direct contact with pupils on a regular basis. The OESC-issued Identification Card must be worn by External Agency staff members when they are at the Schools. The OESC Identification Card is valid for a period of three years. Under the terms of the Agreement, the DDSB has sole and unfettered discretion to prohibit External Agency staff members from entering the Schools and to terminate the Agreement if the External Agency fails to obtain or renew the OESC Identification Cards according to the DDSB Policy on Criminal Background Checks. All costs associated with obtaining criminal background checks are paid by the External Agency. Proof of Insurance External Agencies must provide a certificate of insurance, naming the DDSB as an additional insured, evidencing General Liability as well as Professional Liability in the amount of five million ($5,000,000.00) and to include cross-liability and severability of interest as well as 30 day cancellation notice clause. Informed Consent and Confidentiality The External Agency is responsible for informing parents/legal guardian(s) of the programs/services provided. A signed consent form must be obtained where required. A copy of the consent form, if applicable, is appended to this Agreement. In cases of whole classroom support, a copy of the letter informing parent/legal guardian(s) of the services being offered is appended. The DDSB and the External Agency agree that confidentiality will be maintained in accordance with the requirements of the Municipal Freedom of Information and Protection of Privacy Act, the Personal Health Information Protection Act, the Education Act, and the Child and Family Services Act. Dispute Resolution In the event that a disagreement or dispute between the parties occurs, a joint advisory committee will be convened. The committee will consist of no less than three representatives from the DDSB and no less



than three representatives of the External Agency. If unable to agree then Superintendent of Education/Special Education will make the final decision. External Agency Resources Committed It is agreed that the External Agency will share their time, resources and expertise, and energy to provide students with success-enhancing experiences. Fees or Payment The following sets out the fees or payment that will be made and the time lines for making these fees or payment: [insert fees and schedule] School Space Requirement The following school space is required for the program/services: [insert space requirement] If applicable, the External Agency is responsible for completing the DDSB’s Community Use of Schools Permit Application Form and submitting the form to the Community Use of Schools Coordinator. The permit must be issued prior to commencement of the program/services. The External Agency agrees to: •Leave the space in the condition that it was found after each session •Pay, as deemed required by the DDSB, to clean the space and/or repair damage to the space or equipment in the space as a result of the Agency’s use of the space. In the event the DDSB becomes unable to provide the Space to the Agency for reasons beyond its control, including but not limited to Acts of God, labour dispute, emergency or other unforeseen contingency, all obligations of the DDSB to the Agency shall immediately be suspended, to recommence if reasonably feasible when the period of disruption ends, or subject to termination of all obligations by the DDSB if, in its sole discretion, recommencement is no longer reasonably feasible. At the discretion of the DDSB it is agreed to provide the space at no-cost to the External Agency. Evaluation The External Agency will develop and implement the program/services evaluation plan in consultation with the DDSB. The evaluation will be completed by ________________. The evaluation tools are appended to this Agreement. If research is conducted as part of the program evaluation, a separate research application will be required. Research Research requests shall be made in writing by the External Agency to the DDSB Research Advisory Committee.



Indemnification The External Agency shall indemnify and hold harmless the DDSB with respect to any costs, claims, damage or damages, proceedings, or other liability or potential liability arising out of, or in any way related to, the use of any and all school premises, resources and equipment, and the External Agency shall assume overall responsibility and liability for, and arising in any way out of, the Program or Program activities, including any liability in any way arising directly or indirectly from the conduct of the External Agency staff and other persons present on, or in school premises for purposes reasonably related to the Program. Assignment Neither the DDSB nor the External Agency shall assign or in any way transfer this Agreement, or any of its rights, privileges, duties, or obligations hereunder without the consent in writing of the other party being obtained. Either party may arbitrarily refuse such consent. Amendment The DDSB and the External Agency agree that any amendment to this Agreement shall be in writing and signed by the DDSB and the External Agency prior to implementation, and that once signed such amendment shall be appended to and shall form part of this Agreement. Notice Any notice to be given under this Agreement will be personally delivered or sent by prepaid registered mail addressed to the parties at their respective addresses, as follows: The External Agency DDSB Superintendent of Education/Special Education Durham District School Board 400 Taunton Road East Whitby, Ontario L1R 2K6 Tel: 905.666.6371 / Fax: 905.666.6923



Termination It will be understood that the Principal or DDSB may refuse access to the school premises by the External Agency staff at any time. The DDSB and External Agency agree that this agreement may be terminated by mutual consent or upon thirty days written notification by either party. Term The parties agree that this agreement commences on ____________ and terminates on ___________. Signed this ___________ day of ____________________________, 20____. __________________________________ _________________________________ Principal Name of School, DDSB __________________________________ __________________________________ Name, Title Name of External Agency __________________________________ __________________________________ DDSB Superintendent of Education/ Date Special Education Appendix: None Document Links: Appendix: None Document Links: Effective Date Legislative References Approved by 2010-01-20 Admin Council Amended/Reviewed




MENTAL HEALTH PLAN

SECTION B-17



Communicating Key Messages Regarding Mental Health:

The DDSB is committed to cultivating a safe, supportive and inclusive environment

that promotes staff and student wellness in its continuous effort to improve student

achievement.

All of us have mental health. We understand mental health similarly to physical health -

on a continuum which can vary for individuals over time, depending on many factors

including life circumstances and biological predispositions. Mental illnesses, like

physical illnesses, exist with a range of severity and treatment options.

Schools are ideal settings in which to promote positive mental health by: creating

caring schools and classrooms; teaching and strengthening social-emotional skills;

providing support and monitoring for high risk students to prevent onset or worsening of

mental health problems, and; reducing the stigma surrounding mental health problems

and counselling and therapy.

Think in Tiers. In education, we are used to thinking in tiers. We can promote mental

health for all students, provide targeted programming for those at risk, and can identify

and refer those few students who need more intensive support

School staff are also ideally positioned to help identify students who may need

mental health support, and to provide information and assistance for students and

families seeking help.

The DDSB has identified five links of influence for the good mental health of

students and staff:

o Building Resiliency

o Breaking Down the Stigma

o Building Skills and Knowledge

o Engaging Parents/Guardians and Families

o Working Collaboratively with Community Partners

SECTION C SPECIAL EDUCATION REPORT – 2015/2016

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SEAC SPECIAL EDUCATION ADVISORY COMMITTEE SECTION C

`



THE BOARD’S SPECIAL EDUCATION ADVISORY COMMITTEE The SEAC pamphlet and handbook are included here as Appendix A for information regarding:

▪ names and affiliations of members ▪ meeting times, place, format ▪ nomination process ▪ members’ contact information ▪ means of participation

Meetings are open to the public and are held monthly from September to June. ROLES and RESPONSIBILITIES: ▪ SEAC regularly makes recommendations to the Board both formally as motions and

informally through discussion and sub-committee reports/presentations at regular SEAC meetings as well as at Board meetings.

▪ SEAC receives a presentation from the finance department during budget discussions.

Presentations are made to the trustees during budget deliberations giving recommendations with respect to budget priorities concerning special education programs and services. The financial statements are shared with SEAC for members to review and ask questions.

▪ Every parent/guardian of an identified student receives a SEAC pamphlet and a Parent

Guide to Special Education which have information about SEAC. This information includes members’ names, affiliation and how to make contact. SEAC produces a parent survey which is distributed at annual reviews to parents/guardians of identified students to provide feedback to the committee. SEAC is involved in presentations and information displays at the annual Parent as Partners conference. Meeting dates and other information are available on the Board web site, as well as in the Board calendar which is widely distributed.

SECTION D SPECIAL EDUCATION REPORT - 2015/2016

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COORDINATION

of

SERVICES

with

OTHER MINISTRIES SECTION D



CO-ORDINATION OF SERVICES WITH OTHER

MINISTRIES OR AGENCIES GENERAL COMMENTS ABOUT TRANSITIONS Transitions from home to school, one grade or level of schooling to another, from one school to another, and from school to work can be difficult and confusing times for exceptional pupils and their families. A co-ordinated plan, which forms part of the student’s IEP and is implemented well before the anticipated move, can ensure that students have supports in place to lessen apprehension about the move. In accordance with Regulation 181, where the pupil is 14 years of age or older (except for gifted students unless they have other exceptionalities), the IEP must include a plan for transition to appropriate post-secondary school activities, such as work, further education and community living. The transition plan must be developed collaboratively with input from the student, parents, the principal, school staff, support services staff, community agencies and post-secondary institutions, as appropriate. The plan should reflect the student’s needs and goals for the future setting. It should assist the pupil to obtain the support(s) necessary to achieve educational and vocational goals by ensuring the co-ordination and sharing of information between the school and post-secondary education institutions. The transition plan is developed to increase the provision of successful instructional strategies, resources and settings for the student. A carefully developed transition plan will specify the supports and services necessary to enable the student to be successful at school and in the community. It is essential that once the student is 14 years of age, the student’s annual education plan is co-ordinated with his/her transition plan. While boards may develop transition plans for gifted students, it is expected that the career planning needs of these students will be uniquely addressed through the development of their annual individual education plan. The Durham District School Board ensures a smooth transition for students with special needs who are entering or leaving a school. It is the Board’s policy to accept assessments accompanying students from another program. The responsibility for ensuring successful admission or transfer of students from one program to another is collaboratively shared by all staff involved with the student at school and board level with input from parents. The Consent for Service intake package is included at the end of this package. PRESCHOOL PROGRAMS (see Early Identification Procedures C-3) ▪ nursery school ▪ speech and language programs ▪ early intervention for children with autism



PRESCHOOL PROGRAMS FOR DEAF STUDENTS The intake package for deaf/hard-of-hearing students must contain: ▪ audiological report with audiogram (less than 2 years) ▪ contact (i.e. phone call, team meeting, case conference) made with hearing resource teacher

before parental consent form is offered ▪ signed consent form indicating central services involvement , including name of hearing resource

teacher involved ▪ other pertinent reports from other boards, if available CARE, TREATMENT AND CORRECTIONAL PROGRAMS The Transitions section of the Ministry of Education and Training “Guidelines for Approval of Educational Programs in Government-approved Care, Treatment, Custodial and Correctional Facilities, 1995" includes the following statements: ▪ the agreement between the facility and the school board should include a transition plan; ▪ the facility and the school board providing the educational program are strongly encouraged to

work co-operatively, and with community agencies and the receiving school, to create a plan for the successful transition of the pupil.

REVIEW Student... ▪ performance ▪ needs ▪ programs ▪ placement (continuation or re-integration and follow-up)

PROGRAM

DEVELOPMENT &

IMPLEMENTATION ▪ develop an IEP based on student’s needs & strengths ▪ identify options - placements; amounts and types of resources ▪ prepare long-range plans; academic and behavioural; communication among involved personnel resources & materials made available; staff preparation individualized programs implemented

STUDENT EVALUATION Devlop a profile of the student Informal/formal assessment (academic

language, behavioural/social cognitive) Additional pertinent information (e.g.,

medical, agency information)

SPECIAL

CONSIDERATION ▪ age of student ▪ classroom/school dynamics ▪ cognitive profile ▪ mental health issues ▪ outside agencies ▪ parents ▪ student-teacher match



TRANSITIONS FROM SCHOOL TO SCHOOL Many students experience a move from one school to another, within the same school board or to another board, because of program considerations or relocation of the family. The transition can be made smoother with pre-planning. This is particularly important for exceptional pupils. As far as possible, given restraints under Freedom of Information Guidelines or OSR Guidelines, all pertinent information about the pupil should be shared with the receiving school prior to the pupil’s arrival so that appropriate supports are in place. The parent should call the home school and the Principal will contact appropriate support staff and the Education Centre. Prior to the student making such a transition, the people involved with the student should meet to review the student’s education plan and add written recommendations to the IEP. Making recommendations about proven methodologies, materials and strategies that were particularly effective helps ensure continuity in programming for the student. The IEP must be stored in the OSR for transfer to the new school. In this way, information regarding any relevant medical information, special education services, strengths, needs and specific learning expectations are immediately available at the new site for immediate use in programming for the student. EXIT PROGRAMS FOR STUDENTS LEAVING SECONDARY SCHOOL Students will leave school for a variety of reasons. Schools are expected to help students make reasonable plans for their future through transition planning and an exit program. The goal of the planning is to help students make successful transitions to the next state of their lives. As part of the IEP, a plan for the student’s transition from secondary school to work or a post-secondary setting must be developed with input from the student, parents, the principal, school staff, community agencies and post-secondary institutions, as appropriate. The transition plan may: ▪ identify the student’s strengths and needs ▪ identify the specific goals of the student ▪ include specific information or recommendations related to options ▪ include instructions on obtaining information ▪ identify appropriate settings to visit ▪ make recommendation for placement ▪ identify supports and services that may be required ▪ identify assistance that will be provided during the transition



CARE, TREATMENT AND CUSTODY - TRANSITION PROCEDURES A) SECTION 23 ENTRY PROCEDURES As part of a comprehensive treatment/ residential program several facilities in collaboration with Grove School have established Section 23 classes for secondary/ elementary school students, which are either located on site at a Durham D.S.B. or in a separate segregated location. This Section 23 program enables students to attend classes with the support/ treatment by facility/ agency child and youth workers. In order to receive admission into a facility/ Grove School Section 23 class, a student must meet ONE of the following requirements: ▪ The student is first referred to an agency/facility by either: 1. a parent/ guardian 2. the courts 3. C.A.S. 4. medical professional 5. the school, psychological services

Then the student must be accepted and become a full time resident or client of the facility’s residential/or day treatment program. Once the referral has been accepted by the facility, the facility completes the Grove School registration form, and the student is admitted to the classroom and placed on the Grove School register.

▪ The student is already a full time resident or client of the facility’s residential/ treatment

program. The facility completes the Grove School registration form, and the student is admitted to the classroom and placed on the Grove School register.

▪ A student registered in a school hosting a Grove classroom may access the facility

classroom, via the principal’s referral and the agency’s approval, for the purpose of completing assignments in a quiet resource-supported environment. Accessing the class room in this manner (reverse integration, less than 50% of the instructional time) does not require a change in student registration and the student remains on the host school’s register.

Should you have any questions or concerns regarding this program, please do not hesitate to contact the facility program director.



B) SECTION 23 EXIT PROCEDURES AND RESPONSIBILITIES This transition process is very individualized even though generalized procedures are described. These practices will make it easier and can provide a framework which teachers could use to assist in the development of education plans for students moving from Section 23 classrooms. The Section 23 agency drives the transition to the community school including contacting the future school before admission. There are generally three ways a student ceases to be in a Section 23 classroom. 1. A negotiable move, student ready to move on to community setting At Exit: ▪ teacher submits a final report ▪ teacher submits most recent IEP. ▪ agency submits most recent treatment goals with reflective educational goals and

a transition plan ▪ contact with future school is arranged 2. A non-negotiable move, e.g. Youth Criminal Justice Act - in addition to 1, above: ▪ courts make decisions, sometimes planning is not possible ▪ remember confidentiality ▪ when possible move student through an agency as a transition step 3. Unplanned - in addition to 1, above: ▪ student or parent unilaterally have student leave the agency treatment program ▪ aborted plan/breakdown ▪ transition plan incomplete ▪ special case conference could be convened by the community school ▪ may include agency to help form client’s school re-entry



DURHAM D.S.B. SCHOOL RESPONSIBILITY The special education plan must provide specific details about advance planning that is done for students with special needs who are arriving from other programs, such as care, treatment, and correctional programs (Section 23). This planning will depend on which re-entry process occurred (Part A). It is the board’s policy or practice to accept assessments accompanying the students from these programs. Information is shared for students leaving the board to attend programs offered by other school boards or by care, treatment, and correctional facilities. The position of the person responsible for ensuring the successful admission or transfer of students from one program to another is either the Special Education Officer and/or the Principal of Grove School.

SECTION E SPECIAL EDUCATION REPORT - 2015/2016

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SPECIAL EDUCATION REPORT – 2015-2016

SUBMISSION

and

AVAILABILITY

of

PLAN

SECTION E