Special Education Report
2013
Updated July 31, 2013
Special Education and Section Programs
5050 Yonge Street, Toronto, Ontario, M2N 5N8
Serving Our Students, Schools, and Their Communities
This document has been reviewed for equity.
TDSB Mission and Values... 7
Background... 8
Vision... 9
Special Education Philosophy of the Toronto District School Board... 10
Goals of an Inclusionary Model... 11
Ministry of Education Outline of Special Education Roles and Responsibilities... 12
Special Education Advisory Committee (SEAC)... 15
The Role of SEAC... 15
Meeting Dates and Times... 15
SEAC Membership... 16
Membership Selection Procedures... 16
Association Membership Selection... 16
Community Representative Selection... 17
Alternate Community Representative Selection... 17
Association Representatives and Contact Information... 18
Community and Trustee Representatives and Contact Information... 20
In-School Support Teams and School Support Teams (IST/SST)... 21
Parents/Guardians/Student Involvement... 21
In-School Support Team (IST)... 21
School Support Team (SST)... 21
Assumptions Underlying the Creation of In-School Support Teams and School Support Teams... 22
In-School Support Teams and School Support Teams... 22
Early and Ongoing Identification/Intervention Procedures... 23
Entry Plan for Students with Special Needs... 24
Process and Procedures... 26
Implementation... 26
Early Intervention... 27
Diagnostic Kindergarten... 27
Kindergarten Intervention Program (KIP)... 28
Kindergarten Early Language Intervention (KELI) Program... 28
Developing an Individual Education Plan (IEP)... 30
An IEP is/An IEP is not... 31
Responsibility for Implementation... 31
TDSB Implementation of the Ministry’s Standard for IEPs... 32
Process for Dispute Resolution with Respect to the IEP... 32
Transition Planning... 33
Identification, Placement, and Review Committee Process (IPRC) – Per Regulation 181/98... 34
IPRC Structure... 34
IPRC Referral Steps... 34
Documents Required for an IPRC... 35
Functions of the IPRC... 35
Attendance at the IPRC... 35
Presentations to an IPRC... 36
Special Education Report – Table of Contents
IPRC Annual Reviews... 36
Resolving Disputes... 36
Formal Appeal Process... 37
Special Education Program Recommendation Committee – (SEPRC)... 38
SEPRC Structure... 38
SEPRC Referral Steps... 38
Documents Required for a SEPRC... 39
Functions of the SEPRC... 39
Attendance at and Presentations to SEPRC... 39
Formal Appeal Process... 40
Required Follow-up to the SEPRC... 40
Purpose and Goals of Individual Assessments... 41
Standards for the Provision of Individual Assessments... 42
Types of Assessments... 43
Educational Assessments... 43
Psychological Assessments... 43
Referrals for Psychological Assessments... 43
Management of Assessment Results... 43
Speech and Language Assessments... 44
Social Work Assessment... 44
Occupational Therapy and Physiotherapy Assessments... 45
Standardized Test Measures... 46
Ministry of Education Categories of Exceptionalities and Definitions... 47
Behaviour Exceptionality... 47
Communications Exceptionalities... 47
Autism... 48
Deaf and Hard of Hearing... 48
Language Impairment... 49
Learning Disability... 49
Speech Impairment... 50
Intellectual Exceptionalities... 50
Gifted... 51
Gifted Determination for English Language Learners... 51
Gifted Determination for Students with Learning Disabilities... 51
Mild Intellectual Disability... 52
Developmental Disability... 52
Physical Exceptionalities... 53
Physical Disability... 53
Blind / Low Vision... 53
Multiple Exceptionalities... 54
Special Education Programs and Services... 55
Special Education Program Support and Related Services... 55
Range of Placements... 55
Placement Options... 56
Home School Program (HSP)... 57
Resource Program... 58
Methods and Resource Support... 58
Intensive Support Program (ISP) and Placement Criteria... 59
Behaviour Exceptionality... 59
Communications Exceptionalities... 60
ISP Autism... 60
ISP Communication (Learning Disabilities)... 60
Deaf and Hard of Hearing... 61
ISP Deaf and Hard of Hearing... 61
Intellectual Exceptionalities... 62
ISP Developmental Disability (DD)... 62
ISP Mild Intellectual Disability (MID)... 62
The ISP MID Pathway... 63
ISP Gifted... 63
Physical Exceptionalities... 64
Physical Disability... 64
TDSB Continuum of Supports for Students with Physical Disabilities... 65
Blind / Low Vision... 65
ISP Blind / Low Vision... 66
Multiple Exceptionalities... 66
Regional Special Education Support Services... 67
Autism Spectrum Disorder (ASD) Team Services... 67
Management of Requests for ASD Team Services... 68
TDSB Partnership - School Support Program – Autism Spectrum Disorder (Surrey Place Centre). 68 Behaviour Regional Services (BRS) Team... 69
BRS Team Services. ... 69
Blind/Low Vision Itinerant Support... 70
Deaf/Hard of Hearing Itinerant Support... 70
Low Incidence Itinerant Support... 70
The Staff Allocation/Staffing Process... 71
Background... 71
Opening a New Intensive Support Program (ISP) in a School... 71
Moving an Intensive Support Program from one School to Another... 71
Closing an Intensive Support Program... 72
Allocation of Special Needs Assistance... 72
Special Education, Section Programs and Professional Student Support Services... 74
Chief Academic Officer – Special Education, Section Programs & Professional Support Services.... 74
Department Organizational Structure... 75
Special Education and Section 23 Programs Staff... 76
System Superintendent – Special Education Services... 76
Principals... 77
Central Coordinating Principal – Special Education and Section Programs... 77
Central Coordinating Principal – Section Programs... 78
Vice Principals... 80
Vice Principals – Regional Special Education Services (East / West)... 80
Vice Principals – Section Programs (Elementary and Secondary)... 80
Coordinators... 82
Central Coordinator – Autism Services... 82
Central Coordinator – Behavioural Services... 83
Central Coordinator – Processes, Practices & Procedures (SEA / SIP)... 84
Central Coordinator – Professional Learning... 84
Regional Program Coordinators – Behaviour, Communication, Intellectual, Low Incidence... 85
System-Wide Coordinators – Deaf and Hard of Hearing, Blind / Low Vision... 86
Consultants... 86
Regional Special Education Consultants – Family of Schools... 86
Regional Special Education Consultants – Low Incidence... 87
Special Education Consultant – ASD Team... 88
Special Education Consultant – SEA... 88
Special Education Consultants – Secondary... 89
Special Education Itinerant Teachers... 89
Special Education Itinerant Teacher – Behaviour... 89
Special Education Itinerant Teacher – SEA... 90
Special Education Itinerant Resource Teacher – Secondary Alternative Programs... 91
In-School Special Education Teaching Staff... 92
Elementary Methods and Resource Support Teacher (MART)... 92
Elementary Home School Program (HSP) Teacher... 92
Elementary and Secondary Resource Program Teacher... 92
Intensive Support Program Teacher... 92
Secondary Curriculum Leader (CL) and Assistant Curriculum Leader (ACL)... 92
Kindergarten Early Language Intervention (KELI) Program Teacher... 93
Special Education Teacher – Autism Special Project (Drewry SS)... 93
Special Education Teacher – Section Programs... 94
Paraprofessional Support Services... 94
ABA Facilitator... 94
Deafblind Intervenor... 94
Educational Assistant. (EA)... 94
Sign Language Facilitator... 95
Special Needs Assistant (SNA)... 95
Professional Support Services Staff... 96
Senior Manager of Professional Support Services... 96
Child and Youth Services... 97
Chiefs of Child and Youth Services... 97
Child and Youth Workers... 97
Child and Youth Counsellors... 98
Occupational Therapy and Physiotherapy Services... 98
Chief of Occupational Therapy and Physiotherapy... 98
Physiotherapists/Occupational Therapists... 99
Psychological Services... 99
Chiefs of Psychological Services... 99
Psychologists, Psychological Associates, Psychoeducational Consultants………. 100
Social Work and Attendance Services... 100
Social Workers... 101
Attendance Counsellors... 102
Speech-Language Pathology Services... 102
Chiefs of Speech-Language Pathology Services... 102
Speech-Language Pathologists... 102
Professional Learning... 104
Framework... 104
Guiding Principles for Staff Professional Learning... 104
Priorities for Staff Professional Learning... 104
Overview Of Staff Professional Learning... 104
Provision of Transportation... 108
Method of Transportation Service... 108
Requirements and Responsibilities... 109
Changes to Transportation Arrangements... 109
Pick up and Drop Off... 109
Parent Responsibilities... 110
Driver Responsibilities... 110
Seatbelts, Car Seats, Booster Seats, Safety Vests... 111
Cancellation of Service Due to Inclement Weather... 112
September Start Up... 112
Transportation Safety... 113
Appeal Process... 113
Transportation Company Contact Information... 113
Provincial Schools and Demonstration Schools... 114
School Health Support Services... 116
Policy/Program Memorandum No. 81... 116
Model for Provision of School Health Support Services... 118
Specialized Health Support Services... 119
Links to the Local Community and Government Initiatives... 121
Government Resource Documents... 121
TDSB Responses to Government Early Intervention Initiatives... 121
Enhanced Speech and Language Intervention (KELI) Program – Enhanced School-Based Speech and Language Pathology Services for JK to Grade 3 Students... 121
Toronto Partnership Autism Services (TPAS) Community Services... 122
Connections: Supporting Seamless Transitions for Students with ASD... 122
Transition from Toronto Preschool Speech and Language Services (TPSLS)... 122
External Partnerships: Supplemental Student Services... 124
Policy/Program Memorandum No. 149... 124
External Partnerships with Community Agencies and Services... 125
Care, Treatment, Custody, and Correctional Program (Section 23)... 126
Toronto District School Board Section 23 Programs... 126
Accessibility... 128
Barrier Free Committee... 128
TDSB Accessibility Working Group... 128
Special Education Accessibility Grant... 129
Accessibility for Ontarians With Disabilities Act (AODA)... 129
TDSB Special Education Staffing Chart 2013–2014... 130
Consultation... 132
Special Equipment Amount (SEA)... 133
Special Incidence Portion (SIP)... 134
Operational Procedure PR.699SCH... 135
Appendices... 136
Appendix A: Guide to Special Education for Parents/Guardians... 138
Appendix B: Individual Education Plan (IEP)... 146
Appendix C: Forms... 152
(1) Instructions for Ensuring Informed Consent for the Release of Confidential Information... 152
(2) Occupational Therapy & Physiotherapy Service Screening Checklist and Referral Form... 154
(3) ASD Team Services Referral Form... 158
(6) Behaviour Regional Services Consent Form... 160
(7) Developmental History Form... 162
(8) Professional Support Services Referral Form... 168
Appendix D: ... 170
(1) Indicators of an Unusually Advanced Degree of General Intellectual Ability... 170
(2) Teacher Checklist for Student Behaviour... 172
(3) Parent(s)/Guardian(s) Checklist for Student Behaviour... 174
(4) Factors to Consider at IPRC... 176
Appendix E: Glossary of Terms (TDSB)... 178
Appendix F: Special Education Acronyms... 182
Appendix G: Resources... 186
Appendix H: Special Education-Related Websites... 187
Appendix I: Transportation... 191
(1) Policy P020 Transportation of Students... 191
(2) PR 504 Operational Procedure – Transportation of Students... 195
(3) Student Transportation Application... 201
(4) Student Transportation Appeal Form... 205
(5) Safety Criteria for Drivers... 207
Appendix J: External Partnerships... 209
(1) PR 578 External Partnerships - Supplemental Student Services... 209 (2) PPM 149: Protocol for Partnerships with External Agencies for Provision of Services by 217
Regulated Health Professionals, Regulated Social Services Professionals and Paraprofessionals Appendix K: PPM 155 – Diagnostic Assessment in Support of Student Learning and TDSB
TDSB Mission and Values
We value:
•
Each and every student
•
A strong public education system
•
A partnership of students, schools, family, and community
•
The uniqueness and diversity of our students and our
community
•
The commitment and skills of our staff
•
Equity, innovation, accountability, and accessibility
•
Learning environments that are safe, nurturing, positive, and
respectful
Our Mission
Is to enable all students to reach high levels of achievement
and to acquire the knowledge, skills, and values they need
to become responsible members of a democratic society.
Background
Each school board is required to maintain a Special Education Report, to review it annually, to amend it from time to time to meet the current needs of its exceptional students and to submit any amendment(s) to the Ministry for review each year (Regulation 306 – amended).
Guiding Principles for the Development of the Toronto District School Board (TDSB)
Special Education Report
We adhere to the Toronto District School Board Mission and Values Statements. Special Education decision-making will be guided by these principles:
• All students with exceptionalities, their families, and the staff who support them have the right to be treated with respect
• All students with exceptionalities have the right to a program developed in response to their strengths and needs
• All students with exceptionalities have the right to a range of placements, programs, and services to meet their individual requirements in their neighbourhood or Family of Schools wherever possible
• All students with exceptionalities and the staff who support them have the right to a safe, accepting, welcoming, secure, and encouraging environment
• A partnership of students, school, family, and support services is essential to the success of all exceptional students
Every effort has been made to ensure that the TDSB Special Education Report complies with all legislation governing its content.
• Canadian Charter of Rights and Freedoms
• Ontario Human Rights Code
• The Education Act and regulations made under the Act
• And any other relevant legislation
A regular review of the TDSB Special Education Report provides opportunities to evaluate current practices and to form important partnerships with supporting bodies outside the Board, such as agencies and associations both represented on SEAC and those who are not.
The Special Education Report provides a consistent approach to special education services. In addition, the Report provides a vision which is student-focused and which recognizes the unique characteristics and linguistic, cultural, and racial diversity of schools and communities.
We will continue to consult trustees, SEAC members, parents/guardians, special education staff, school administrators, classroom teachers, resource staff, support personnel, superintendents of education, and others in the development of the TDSB Special Education Report.
The TDSB’s Special Education Report reflects the Board’s commitment to the development, implementation, and delivery of effective special education programs and services.
Vision
The Vision of the Toronto District School Board’s Special Education Report is that students with exceptionalities be welcomed, included, and supported within well-resourced neighbourhood schools. Some students with unique strengths and needs (behaviour, communication, intellectual, and physical) may require more specialized or intensive programs and supports. Our goal is to have these intensive programs and supports available at sites that are equitably located throughout the District.
Collaboration and problem solving among school personnel, parents/guardians and students are viewed as integral to the development of effective interventions.
The Vision includes a commitment on the part of the TDSB to make, where possible, facilities fully accessible to students, families, staff, and communities.
A further commitment is made to better serve our students by continuing to search out effective practices, as evidenced in research and practice in partnership with the Special Education Advisory Committee and the departments of the Board.
Special Education Philosophy of the Toronto
District School Board
The mission of the Toronto District School Board (TDSB) is “to enable all students to reach high levels of achievement and to acquire the knowledge, skills, and values they need to become responsible members of a democratic society.” (TDSB Mission Statement, 1997). This responsibility extends to our students with exceptionalities, those who have additional social-emotional, physical, developmental, or learning requirements.
Special Education resources and services are directed to the schools in order to provide challenging, enriching learning opportunities for students with a wide range of abilities.
Students with exceptionalities have the same basic needs as their peers. They need to:
• Participate and be included as fully as possible, in all activities, curricular and co-curricular, of our school communities
• Be valued as individuals for their unique contributions to school life
• Have no boundaries placed on, or prejudgments made about, their capacity for learning
• Enjoy a safe and secure learning environment
• Enjoy a sense of belonging to a school community that accepts ownership and responsibility for their learning
• Be unencumbered by stereotypical, outdated perspectives on abilities and disabilities
Special Education is included in TDSB’s ongoing self-improvement planning with respect to the Board Improvement Plan for Student Achievement.
Goals of an Inclusionary Model
The TDSB, through its Special Education Department, is committed to active and meaningful
collaboration with students, parents/guardians, schools, and agencies to ensure that the learning needs of all students with exceptionalities are met in the most equitable and inclusionary environment possible.
An Inclusionary Model
Inclusion is an attitude about the need and the right to belong to one’s community. Inclusionary Education
is the belief that all the students in a community, including those students with special learning needs, should receive their education to the fullest extent possible in the local community.
An inclusionary model presupposes the following:
• Special needs are recognized and met through curriculum, teaching strategies, differentiated instruction, and learning environments that expand opportunities for students.
• Students’ exceptional needs are addressed by programs designed to focus on individual learning characteristics, progress, and success.
• School staffs share responsibility and accountability for the continuous, careful monitoring, as well as the assessment and evaluation of the academic, social, and emotional development, of each child.
• Resources of the school, Family of Schools, Special Education, and the community are made available to support the child.
• The school and community accept and share ownership for the education of the community’s students, both at the elementary and secondary levels.
• The school, its community and parents/guardians continue to work collaboratively toward a vision of all children being part of the school culture. This requires processes and resources designed to develop everyone’s commitment, involvement, and informed support.
An inclusionary model does not ignore the fact that some students have complex needs that may require special consideration for more intensive support. Placements in special classes or schools must be considered when it is determined that a child’s needs can be best met in a more congregated environment.
Benefits to Special Needs Students
Benefits to Regular Education Students
• Enhance social, communication and interpersonal skills
• Reinforce academic skills
• Enhance self-esteem and self-concept
• Provide naturally occurring real world practice
• Promote interdependence amongst peers
• Establish friendships
• Develop understanding of diversity, acceptance and empathy
• Reinforce academic skills
• Foster a sense of responsibility
• Develop problem solving skills – adapting strategies, materials and resources
• Impact on future service providers – teachers, architects, health care providers, information technologists
Special Education Roles and Responsibilities as
Outlined by the Ministry of Education
The Ministry of Education has begun to define roles and responsibilities in elementary and secondary education in several key areas:
• Legislative and policy framework
• Funding
• School system management
• Programs and curriculum
It is important that all involved in special education understand their roles and responsibilities, which are outlined below.
The Ministry of Education:
• Defines, through the Education Act, regulations, and policy/program memoranda, the legal obligations of school boards regarding the provision of special education programs and services, and prescribes the categories and definitions of exceptionality
• Establishes the funding for special education through the structure of the funding model, which consists of the Foundation Grant, the Special Education Grant, and other special-purpose grants
• Requires school boards to report on their expenditures for special education
• Sets province-wide standards for curriculum and reporting of achievement
• Requires school boards to maintain special education plans, review them annually, and submit amendments to the Ministry
• Requires school boards to establish Special Education Advisory Committees (SEACs)
• Establishes Special Education Tribunals to hear disputes between parents/guardians and school boards regarding the identification and placement of exceptional pupils
• Establishes a provincial Advisory Council on Special Education to advise the Minister of Education on matters related to special education programs and services
• Operates Provincial and Demonstration Schools for students who are deaf, blind, or deafblind, or who have severe learning disabilities
The District School Board:
• Establishes school board policy and practices that comply with the Education Act, regulations, and policy/program memoranda
• Monitors school compliance with the Education Act, regulations, and policy/program memoranda
• Requires staff to comply with the Education Act, regulations, and policy/program memoranda
• Provides appropriately qualified staff to provide programs and services for the exceptional pupils of the board
• Develops and maintains a special education plan that is amended from time to time to meet the current needs of the exceptional pupils of the board
• Reviews the plan annually and submits amendments to the Minister of Education
• Provides statistical reports to the Ministry, as required and as requested
• Prepares a parents/guardians guide to provide parents/guardians with information about special education programs, services, and procedures
• Establishes one or more IPRCs to identify exceptional pupils and determine appropriate placements for them
• Establishes a Special Education Advisory Committee
• Provides professional development to staff on special education
The School Principal:
• Carries out duties as outlined in the Education Act, regulations, and policy/program memoranda, and through Board policies
• Communicates Ministry of Education and school board expectations to staff
• Ensures that appropriately qualified staff are assigned to teach special education classes
• Communicates board policies and procedures about special education to staff, students, and parents/guardians
• Ensures that the identification and placement of exceptional pupils, through an IPRC, is done according to the procedures outlined in the Education Act, regulations, and board policies
• Consults with parents/guardians and with school board staff to determine the most appropriate program for exceptional pupils
• Ensures the development, implementation, and review of a student’s Individual Education Plan (IEP), including a Transition Plan for students over the age of 14 and who are not identified solely as gifted, according to provincial requirements
• Ensures that parents/guardians are consulted in the development of their child's IEP and that they are provided with a copy of the IEP
• Ensures the delivery of the program as set out in the IEP
• Ensures that appropriate assessments are requested, if necessary, and that parents/guardians consent is obtained
Special Education Advisory Committee (SEAC):
• Makes recommendations to the board with respect to any matter affecting the establishment,
development, and delivery of special education programs and services for exceptional students of the Board
• Participates in the board’s annual review of its Special Education Report
• Participates in the board’s annual budget process as it relates to special education
• Reviews the financial statements of the board as they relate to special education
• Provides information to parents/guardians as requested
The Teacher:
• Carries out duties as outlined in the Education Act, regulations, and policy/program memoranda
• Maintains up-to-date knowledge of special education practices
• Where appropriate, works with special education staff and parents/guardians to develop the IEP for an exceptional pupil
• Provides the program for the exceptional pupil in the regular class, as outlined in the IEP
• Communicates the student's progress to parents/guardians, and works with other school board staff to review and update the student’s IEP
The Special Education Teacher:
• Fulfills the responsibilities listed above for the teacher
• Holds qualifications, in accordance with Regulation 298, to teach special education
• Monitors the student’s progress with reference to the IEP and modifies the program as necessary
• Assists in providing educational assessments for exceptional pupils
The Parents/Guardians:
• Become familiar with and informed about board policies and procedures in areas that affect the child
• Participate in IPRCs, parents/guardians teacher conferences, and other relevant school activities
• Participate in the development of the IEP
• Become acquainted with the school staff working with the student
• Support the student at home
• Work with the school principal and teachers to solve problems
• Are responsible for the student’s attendance at school
The Student:
• Complies with the requirements as outlined in the Education Act, regulations, and policy/program memoranda
• Complies with board policies and procedures
• Participates in IPRCs, parents/guardians teacher conferences, and other activities, as appropriate
Special Education Advisory Committee (SEAC)
The Toronto District School Board (TDSB) has established a Special Education Advisory Committee (SEAC) in accordance with the Education Act. SEAC makes recommendations to the Board concerning any matter affecting the establishment, development, and delivery of special education programs and services. The TDSB and SEAC work together to protect the rights of students with special learning needs.The Role of SEAC
Regulation 464/97 of the Education Act establishes the Special Education Advisory Committee (SEAC) as a statutory committee that advises the Board on matters relating to special education.
The members of SEAC represent all students with exceptionalities, and, in so doing, participate in the annual review of the Board’s Special Education Report and the annual budget process. They review the special education portion of the financial statements of the Board and provide input into the Board’s annual budget process as it relates to special education. This is conducted according to budget timelines beginning the fall of each year.
When a change or addition to the range of placements offered by the TDSB is being considered, SEAC is informed and input of members is invited during the monthly SEAC report of the Chief Academic Officer – Special Education. SEAC members also act as an important resource for parents/guardians, providing information on IPRC procedures, and as a resource for schools and communities on matters related to special education.
To provide input to the board on a variety of matters pertaining to Special Education, SEAC has formed the following subcommittees:
• Budget Subcommittee
• Communications Subcommittee
• Special Education Report Subcommittee
• Guidelines on Accessible Education and Equity Subcommittee
• By Laws Subcommittee
• Facilitator Subcommittee
• SEAC/PIAC Combined Work Group on Special Education
Meeting Dates and Times
TDSB SEAC meetings are open to the public and parents/guardians and interested members of the public are invited to attend. Meetings are held at the Board Office, 5050 Yonge Street in the boardroom, from 7:00 p.m. to 9:00 p.m. The meeting schedule is listed below and is posted on the SEAC pages at the TDSB website: www.tdsb.on.ca (Special Education > Special Education Advisory Committee).
Monday, January 7, 2013 Monday, June 3, 2013 Monday, February 11, 2013 Monday, September 16, 2013 Monday, March 4, 2013 Monday, October 7, 2013 Tuesday, April 8, 2013 Monday, November 4, 2013 Monday, May 6, 2013 Monday, December 9, 2013
SEAC Membership
The Committee consists of representatives from local associations, community representatives and trustees, all appointed by the Board.
SEAC members are available as a resource for parents/guardians of students with exceptional needs, schools, educators, and the community. Most SEAC members are themselves parents/guardians of students with special needs and are willing to offer support to parents/guardians prior to and sometimes during the IPRC process.
Representatives of the TDSB SEAC are listed at the end of this section, with contact information. If you call an association head office, please indicate that you are calling the TDSB SEAC representative and that you wish to leave a message to have your call returned.
Membership Selection Procedures
The TDSB values the role of SEAC members in making recommendations to the Board on any matter affecting the establishment, development, and delivery of special education programs and services for exceptional pupils. The TDSB strives to select SEAC members who are representative of its population of students with exceptionalities.
As municipal elections occur every four years, a new Special Education Advisory Committee is also formed at that time.
Association Membership Selection
For purposes of SEAC, “local association” refers to an association or organization of parents that operates locally within the area of jurisdiction of the board and that is affiliated with an association or organization that is incorporated and operates throughout Ontario to further the interests and well-being of one or more groups of exceptional children or adults. It may not be an association or organization of professional educators.
Eligibility requirements for SEAC members are outlined in Regulation 464/97 of the Education Act, as follows:
• Member of a local parents/guardians association, which is affiliated with an incorporated provincial organization that works to further the well-being of exceptional students
• A Canadian citizen over the age of 18
• Qualified to vote for members of the TDSB Board of Trustees
• Not employed by the TDSB
An announcement inviting SEAC Association membership is posted on the TDSB web site and an invitation is extended to all interested associations to complete and submit a nomination form for a
member and alternate to represent the association on SEAC. Nomination packages are made available to any associations wishing to have representation on the TDSB Special Education Advisory Committee. Applications are received and reviewed in order to ensure that the requirements of Regulation 464/97 are met. A list of twelve potential association representatives and alternates is prepared for the Board’s consideration.
Community Representative Selection
Regulation 464/97 permits a Board to appoint additional representatives to SEAC. TDSB trustees have determined that up to eight community representatives and up to eight alternate representatives can be appointed to SEAC. The same process used to determine association members is used for community representatives. Eligibility requirements include those in Regulation 464/97 and consideration is given to the following:
• Diversity
• Equal representation from across the four geographical quadrants of TDSB
• Parents/guardians with children receiving special education programming in the Toronto District School Board In making the appointments, attention is paid to balancing a number of factors related to the perspective which candidates bring to SEAC, including school and community affiliations, school division, gender, exceptionalities or syndromes not represented on SEAC etc.
Alternate Community Representative Selection
Regulation 464/97 permits a Board to appoint additional representatives to SEAC. TDSB trustees have determined that up to eight alternate representatives can be appointed to SEAC. The same process used to determine association members is used for both community representatives and alternate community representatives. Eligibility requirements include those in Regulation 464/97 and consideration is given to the following:
• Diversity
• Equal representation from across the four geographical quadrants of TDSB
• Parents/Guardians with children receiving special education programming in the Toronto District School Board
• Public School Elector
• Resides within area of jurisdiction of the Toronto District School Board
• Not employed by the Toronto District School Board in any capacity
In making the appointments, attention is paid to balancing a number of factors related to the perspective which candidates bring to SEAC, including school and community affiliations, school division, gender, exceptionalities or syndromes not represented on SEAC, etc.
The following pages list the 2011 – 2014 SEAC Association and Community members and their contact information.
Association Representatives and Contact Information
(continued)
SEAC Associations and Contacts
Members
Alternates
Association for Bright Children
The association provides information to parents/guardians about the social, emotional, and intellectual needs of bright and gifted students.
www.abcontario.ca Phone: 905-827-1518
Diana Avon Krystyna Ross
Autism Society of Ontario
This association of parents/guardians and professionals promotes public awareness and understanding of autism and pervasive developmental disorder. Its aim is to provide
information, referral, and support services to parents/guardians and professionals involved with the autistic population.
www.autismontario.com Phone: 416-489-0702
Ginny Pearce
Oksana RomanovBrain Injury Society of Toronto
The cognitive, physical, and emotional changes following a brain injury often require individualized educational programs to recover the survivor’s potential. This association strives to educate the public about acquired brain injuries and offers support to families and survivors with brain injuries.
www.bist.ca Phone: 416-830-1485 Dr. Robert Gates
Judy Moir
Community Living Toronto
This association provides support to families with children and adults who are developmentally disabled. Services offered are preschool and school inclusion, residential alternatives, job placements, behaviour management, vocational, industrial, and recreational programs and parents/guardians relief.
www.communitylivingtoronto.ca Phone: 416-968-0650
Clovis Grant Margarita Isakov
Down Syndrome Association
This organization was created by parents/guardians to dispel myths and promote a positive, accurate image, about Down syndrome, a genetic disorder that usually causes delays in physical and intellectual development. The association pursues equality of opportunity and appropriate services for all persons with Down syndrome.
www.dsat.ca Phone: 416-966-0990
Richard Carter Elaine
Dodsworth-Lever
Easter Seals Ontario
Easter Seals Ontario is dedicated to helping children with physical disabilities achieve their full potential and future independence. Easter Seal people make a difference in the lives of the children and their families by providing direct services, programs, research, advocacy, and public education. www.easterseals.org Phone: 416-421-8377
Association Representatives and Contact Information
SEAC Associations and Contacts
Members
Alternates
Epilepsy Toronto
Epilepsy Toronto is a non-profit community agency serving people with epilepsy, their families and the general public. Its mission is the promotion of independence and optimal quality of life for all people with epilepsy and their families through support services, information, counseling, public education, and serving the needs of children and youth with epilepsy and seizures.
www.epilepsytoronto.org Phone: 416-964-9095
Steven Lynette, Chair Sheelagh Hysenaj
FAS World Toronto
This organization shares current information about FASD news, conferences, workshops and support groups throughout Ontario, helping parents and other caregivers who deal with FASD-related issues.
www.fasworld.com Phone: 416-264-8222
Gal Koren Lori
Mastrogiuseppe
Learning Disabilities Association (Toronto) Students with a learning disability exhibit difficulties in
communication (reading, writing, mathematics, speaking, etc.), which can prevent them from reaching their assessed learning potential. This organization promotes their educational and general welfare by providing support, guidance and resources. www.ldatd.on.ca Phone: 416-229-1680
Loris Bennett Michelle Brick
VOICE
VOICE works to ensure that hearing-impaired children have the right to develop their ability to listen and speak and have access to the support and services that will enable them to do so. VOICE provides parents/guardians support, auditory-verbal therapy, educational programs, information resources, and advocacy.
www.voicefordeafkids.com Phone: 416-487-7719
Paul Cross Rebecca Rycroft
Vacancy – To Be Determined
Community Representatives and Contact Information
Trustee Representatives
Sam Sotiropoulos Ward 20 [email protected] 416-397-3066 John Hastings Ward 1 [email protected] 416-397-3071Howard Kaplan (Vice Chair) Ward 5 [email protected] 416-395-8406
TDSB SEAC Liaison
Margo Ratsep [email protected]Region
Members
Alternates
North East Quadrant Jean-Paul Ngana
[email protected] Wendy Huang [email protected] Aline Chan [email protected] Vacancy – To Be Determined
North West Quadrant Debra Hayden [email protected]
Karen Prizzon
[email protected] Nancy Turner Wright
Bantyehun Tezazu [email protected] South East Quadrant Yama Arianfar
[email protected] Najia Shafi [email protected] Olga Ingrahm [email protected] Melissa Melnitzer [email protected] South West Quadrant Christina Buczek
[email protected] Cathy Mallove [email protected] Phillip Sargent [email protected] Nora Green [email protected]
In-School Support Teams and School Support
Teams (IST/SST)
The Toronto District School Board (TDSB) believes that In-School Support Teams andSchool Support Teams (IST/SST) offer a tiered approach for the open discussion of student-related strengths and needs, within the context of the local school. In support of the Ministry of Education document, Learning for All K-12, the IST/SST provides a consistent process to address the needs of our most vulnerable students. The IST/SST creates an opportunity to collaboratively develop, review, monitor, and evaluate coordinated plans of action to best serve the needs of all our students. The teams support students by providing a venue for teachers, school administrators, other TDSB staff and parents/guardians to discuss and decide on appropriate interventions.
It is the expectation that all TDSB schools will have an IST/SST process in place and that an Administrator must be in attendance at all of these IST/SST meetings.
Parents / Guardians / Student Involvement
Active involvement of parents/guardians and students (who are 16 and older) enhances the effectiveness of the IST/SST process. Parents/Guardians are encouraged to be valued partners in this process. Parents/Guardians and students (who are 16 and older) must be invited to attend the SST meetings. Translations of the invitation for parents to attend the SST are available in 16 languages and translations should be made available for the meeting if necessary.
In-School Support Team (IST)
Team meetings should reflect local school needs. Prior to the SST meeting, an in-school consultation process, referred to as the “In-School Support Team” (IST), is in place in each school to review students’ strengths and needs and to recommend strategies and interventions. These IST meetings provide “front-line” support to the classroom teacher through collaboration among staff withinthe school to better understand and address the needs of a student. Team members share expertise and a sense of ownership for meeting the needs of the referred students being discussed. The IST will provide the SST with information and a record of interventions that have been tried to date with a particular student. In preparation for the IST meeting, teachers instruct and observe the student in a variety of learning situations to gain understanding of the student’s development (physical, social, emotional, language, and intellectual), and record significant details of the student’s growth and learning. When it appears that program accommodations and/or modifications may be necessary, the teacher consults with the
members of the IST who review observations, recommend strategies, and determine next steps. The IST records student needs and recommended interventions on an Individual Learning Plan (ILP), which is stored in the student’s Ontario Student Record. When further planning or consultation is needed, a referral is made to the School Support Team.
School Support Team (SST)
When the ISThas done all it can to understand and address a student’s needs, but has determined that more support/input is required, a referral to the SST is initiated.
Referral to the SST enables the strengths and needs of a student to be discussed by a broader team of representatives from Special Education, Professional Support Services (Psychology, Social Work, Attendance Counselling, Speech-Language Pathology, Occupational Therapy, and Physiotherapy), parents/guardians and students (who are 16 and older), and outside agencies or others, as required. All members bring complementary skills and knowledge to the team process to meet the student’s and local school’s needs.
Note: In order to comply with privacy legislation, the Personal Health Information Protection Act (PHIPA) the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) and TDSB procedures, parents/guardians, students (who are 16 and older) mustgive written or oral permission to discuss the student’s needswhen a member of Professional Support Services is in attendanceat an SSTand identifying student information (e.g., name) is used.
Assumptions Underlying the Creation of In-School Support Teams and School Support
Teams:
• Providing for students’ needs is an ongoing assessment and evaluative process which initially includes teacher-based classroom assessment (e.g., reading running record)
• The majority of students’ needs can be met within the local school with differentiated instruction and school-based resources
• Ongoing classroom accommodation to address students’ needs is generally the initial approach to interventions recommended by the team
• Interventions evolve through a collaborative process involving members of the team
• The IST/SST process may stop at any point when the interventions implemented have met the needs of the student
• The input of parents/guardians and students (who are 16 or older) is valued and procedures are in place to facilitate communication
• Parents/guardians will be informed of all recommendations
• Recognizing the specific needs of both the elementary and secondary panels, the membership and the responsibilities assigned to the IST/SST are global in nature
The In-School Support Teams and School Support Teams process provides a forum for:
• Presenting and analyzing students’ strengths and needs
• Discussing a range of support strategies and/or interventions/supports
• Developing and implementing plans for interventions/supports
• Assigning staff responsibilities and setting timelines
• Monitoring and evaluating recommended interventions/supports and follow-up
• Communicating between home and school
Effective In-School Support Team and School Support Teams establish:
• Clear goals and roles/responsibilities
• Regular and efficient meetings
• Multi-disciplinary membership
• An ongoing evaluation plan for team effectiveness
• A school-based professional learning plan
Early and Ongoing Identification/Intervention
Procedures
Early and Ongoing Identification and Intervention are recognized as contributing to the well-being of all children. A continuous assessment and program planning process should be initiated when a student is first enrolled in a TDSB school, and should be ongoing throughout a student’s school life. Procedures to identify each student’s level of development, learning abilities, and needs should be in place, and educational programs should be designed to support these needs and to facilitate each student’s growth and development.
It is critical that early and ongoing identification and intervention strategies for students at risk be a priority in all grades, not just the primary grades. This is especially important as students make the transition to secondary school. Students who have difficulty achieving curriculum expectations are at risk of not completing their diploma requirements and dropping out of school.
Boards are therefore expected to provide a range of programs to assist students in meeting the curriculum expectations. These programs should include early identification of learning needs;
appropriate teaching strategies, ongoing assessment, and communication with parents/guardians and students.
Entry Plan for Students with Special Needs
Some students with special needs, who are newly registered but not yet attending a TDSB school, may require an intensive support special education program upon enrolment. After principal consultation with members of the School Support Team (SST) it is determined whether or not a referral to a Special Education Program Recommendation Committee (SEPRC) is appropriate.
Entry Plan for Students with Special Needs
Person Responsible
Timeline
Child is pre-registered (paper pre-registration) in home school by address asearly as possible in the year prior to the year of school entry
Home school Parent/Guardian
Up to 9 to 12 months before attendance in school for those students who are entering TDSB in JK/SK. Ongoing and throughout year for all other students
School welcomes family and supports family throughout the pre-registration and, where one ensues, the SEPRC process.
Home school Ongoing
Parents/Guardians provide school with pertinent documentation with consents (as appropriate) to confer with others.
Parent/Guardian As soon as possible and ongoing
Parents/Guardians are given Guide to Special Education for Parents/Guardians.
Home school As soon as possible
The principal confers with the Family of Schools Consultant and other members of the SST as appropriate. Special education staff may visit those students who fall within the Low Incidence spectrum (i.e., Developmental Disability, Physical Disability).
Special education staff Principal
Ongoing after registration occurs
Where it is determined that a SEPRC meeting will proceed, a referral is completed by the home school and submitted to special education staff for scheduling.
Home school As soon as possible
SEPRC meeting will be completed prior to school attendance. Special Education Coordinator May be completed prior to school attendance
Where a Special Education intensive support program is recommended by the SEPRC and agreed to by the parents/guardians, a specific Special Education program, with location noted, is offered. Where an intensive support special education program is not recommended, the child may register in the home school by address where the school-based special education resources will be available to provide support if deemed appropriate by one of the school’s support teams.
Special Education Coordinator Subsequent to Case SEPRC
Where an intensive support program is offered, parents/guardians are offered a visit to the program prior to signing final permission.
Special Education Coordinator Home School
Subsequent to offer of placement
If required, a transition planning case conference will occur to address the special needs and requirements that a student may have upon school entry. Parents/guardians and agency staff as appropriate may be involved.
Receiving School Special Education Staff
Subsequent to determining school placement; will involve school administration, parents, special education staff, school staff and agency staff, as appropriate
Entry Plan for Students with Special Needs
Person Responsible
Timeline
Transition planning strategies will be developed, as required. An entryprocess for September will be shared with families, including transportation arrangements. A written action plan may be completed and shared with all participants.
Principal (or designate) May-June
Follow up meeting(s) will be scheduled, as needed. Principal (or designate) May-June
Where an intensive support special education program has been accepted by parents/guardians, an Identification, Placement and Review Committee (IPRC) will be convened after the student has been in the program for a period of approximately 3 to 6 months, with the exception of students in kindergarten who will have their IPRCs in the spring of their senior kindergarten year in preparation for the primary grades.
Principal (or designate) 3 to 6 months after placement in the program for students in grades 1 and 2
Spring of senior kindergarten
In addition to the above procedures the following also occurs for students who fall within the Low Incidence
spectrum (i.e., students with developmental delays, physical limitations)
Entry Plan for Students with Special Needs
Person Responsible
Timeline
Presentations are made (prior to JK entry) to outside agencies regarding theentry process for students new to TDSB.
Special Education Low Incidence Coordinators
November
TDSB will send a letter regarding pre-registration to selected preschool programs serving students with special needs.
Special Education Low Incidence Staff January
Letter will also be distributed through the Early Years Advisory Committee and the Child Care Committee. Principals will be informed.
Early Years Advisory Committee Child Care Committee
January
Preschool programs/agencies forward names of potential students to Special Education Low Incidence Coordinators.
Preschools/Agencies Upon receipt of TDSB letter
Special Education Low Incidence Coordinators will notify TDSB schools of pending pre-registrations.
Special Education Low Incidence Coordinators
Upon receipt of information
Special Education Low Incidence Coordinators maintain a list of preschool students and track them through the intake process.
Special Education Low Incidence Coordinators and Special Education staff
Ongoing
Please Note: Children who have attained the age of three years and who have a significant hearing loss, may qualify for a special education class placement in our Deaf and Hard of Hearing programs.
Coordinator - Deaf and Hard of Hearing Ongoing
Children who have an Autism Spectrum Disorder may receive additional transitional support (e.g. Connections for Students).
Central Coordinator – Autism Services Ongoing
Process and Procedures
Early and Ongoing Identification and Intervention procedures are designed to be used for all students in Junior Kindergarten to Grade 2.
Teachers should meet no later than the next reporting period with the parents/guardians of every student new to JK up to Grade 2, to gather information about the student’s preschool development, background, and health history. There should be a means to promote liaison with childcare services and community agencies to share, with the informed consent of parents/guardians, information about the student, before entry into the school system.
Teachers should observe the student in a variety of learning situations to gain understanding of the student’s development (physical, social, emotional, language, and intellectual), and record significant details of the student’s growth and learning. Where program modifications and accommodations are necessary, the teacher consults with resource personnel to recommend strategies, results, and next steps. When further planning or consultation is needed, a referral is made to the School Support Team. The School Support Team will contact professional support staff from the TDSB to assist the teacher in successfully programming for a student with special needs and determining next steps.
Implementation
The current procedure for Early and Ongoing Identification began in the 2003–2004 school year to:
• Provide compliance with Ministry of Education standards and the requirements of the TDSB Special Education Report
• Ensure that schools are able to identify each student’s level of development, learning abilities, and needs upon entering the TDSB
• Support successful transitions to school
• Enable teachers to use the information to plan appropriate programs for all students
• Provide the starting point for ongoing identification and tracking of students at risk
• Provide relevant data related to student development and needs, which can be used to track students over time
• Provide schools with information to identify trends and patterns in the school community
The TDSB Early and Ongoing Identification Procedure requires the completion of a Developmental History Form for all students new to the TDSB in JK to Grade 2. It is suggested that the Developmental History Form [Appendix C (8)} be completed as part of a school’s registration process. The form should be completed by the parents/guardians, either at the time of registration or taken away and returned to the school by a given date. Some parents/guardians may need support to complete the form.
These processes and procedures are part of continuous assessment and program planning for our students. The intention is that these procedures be initiated when a child is first enrolled in school or no later than the beginning of a program of studies immediately following Kindergarten, and should continue throughout the child’s school life, pursuant to Ministry of Education Policy and Procedures Memorandum No. 11. (PPM 11 can be found at: www.edu.gov.on.ca/ppm/11.html)
Early Intervention
Diagnostic Kindergarten
The Diagnostic Kindergarten program serves age-appropriate students enrolled in a Junior Kindergarten or Senior Kindergarten program. These students are not accessing the Kindergarten curriculum. Their learning is significantly impacted by their ongoing cognitive, communication, social, self-regulation and personal needs, which require the development and implementation of alternative curriculum areas, in a specialized program with very low student-teacher ratio.
Kindergarten students offered placement into Diagnostic Kindergarten programs as a result of a decision at an Identification, Placement, and Review Committee (IPRC) meeting or a recommendation at a Special Education Program Recommendation Committee (SEPRC) meeting. An IPRC or SEPRC referral is completed by the school and submitted in the usual manner. Required documentation must be included. Required documents are –
• Developmental History Form
• At least one of the following, which must include a relevant observational summary or age ranges:
Medical assessment/diagnosis
A developmental assessment
A psychological assessment
A comprehensive speech/language assessment
• For students not yet attending school, one of the following may also be required:
Preschool/daycare report
Current observational assessment
• For students who are attending school, the following are required (as appropriate):
Individual Learning Profile form indicating recommendation to go to IPRC
Progress/Report Card, if there has been a reporting period
Individual Education Plan, if the student has been in school long enough for its development A placement into Diagnostic Kindergarten may be offered by an IPRC or a SEPRC. A placement into Diagnostic Kindergarten may be offered without an exceptionality being conferred by an IPRC. Diagnostic Kindergarten programs have one teacher, one educational assistant and the support of an occupational/physical therapist, a speech and language pathologist and access to a psychologist and social worker. Professional Support Services staff offer consultative input about effective programming strategies and expectations for the Diagnostic Kindergartens. Liaison with Professional Support Services and with outside agencies is an important factor in providing support for staff and parents/guardians. Full Day Kindergarten Diagnostic programs also have a noon hour assistant to provide support during the lunch program.
Recommended class size: 7 FTE
The enrolment in Diagnostic Kindergarten may be impacted by students who may only be in partial attendance due to their participation in non-TDSB programs (e.g. TPAS) or who are integrated in the regular kindergarten without support of the educational assistant from the Diagnostic Kindergarten. The configurations and head count of students in these classes may vary with the changing needs of the students throughout the school year.
Kindergarten Intervention Program (KIP)
The Kindergarten Intervention Program serves age-appropriate students enrolled in a Junior Kindergarten or Senior Kindergarten program. These students are accessing the Kindergarten curriculum, but their consistent success is impacted by their ongoing interpersonal/intrapersonal and /or behavioural
challenges, which require the development and implementation of alternative curriculum areas. Students must show the ability to participate in the Kindergarten program, but have needs in the area of following classroom rules and routines and/or developing social skills and socially appropriate behaviours. Kindergarten students are offered placement into Kindergarten Intervention Programs as a result of a decision made at an Identification, Placement, and Review Committee (IPRC) or a recommendation at a Special Education Program Recommendation Committee (SEPRC) meeting. A referral for an IPRC or SEPRC is completed by the school and submitted in the usual manner. Required documentation must be included.
Required documents include:
• Developmental History Form
• Professional reports, if available
• If child has attended school:
School Support Team Form(s)
An IEP with alternative program pages addressing interpersonal/intrapersonal and/or behavioural challenges
Report Card(s), if available
Behavioural assessment (an analysis of a behaviour log of a minimum of six weeks’ duration noting the frequency, intensity and duration of concerning behaviours)
Behaviour support plan as outlined in the program pages of the Individual Education Plan;
Safety Plan for students who present with risk of injury behaviours
Observation Report completed by central staff
Recommended Class Size: 7
Note: A placement into KIP may be offered without an exceptionality being conferred by an IPRC. Kindergarten Intervention Programs have up to seven students per class with one teacher and one Child and Youth Worker. Full Day Kindergarten Intervention Programs also have a lunchroom supervisor to provide support during the lunch program.
Kindergarten Early Language Intervention (KELI) Program
The Kindergarten Early Language Intervention Program is an innovative program, first implemented in September 2001. KELI provides intensive oral language and literacy enhancement for Senior
Kindergarten children with significant oral language processing and expressive language delays. The goal is to reduce the impact of oral language delays on young students’ learning to read and write, and on their social development.
Kindergarten students from selected high-needs schools are screened for eligibility by KELI speech-language pathologists and/or KELI teachers, but are not formally identified by an IPRC. Students with severe communication problems related to diagnosed disabilities (e.g., Autism Spectrum Disorders, Global Developmental Delay) are not selected. The KELI teachers work in instructional teams with the speech-language pathologists, who assess the students at the beginning and end of the program. Parents/guardians and referring teachers also rate the students’ communication skills on entry and exit. Each KELI program serves a total of 32 students in four groups of eight. Students admitted attend the KELI Program for two half-days per week in addition to their home school Kindergarten, from October to
early June of their Senior Kindergarten year. Students in half-day kindergarten programs attend KELI during the opposite half of the day to their regular program. For children attending full day kindergarten these two half-days are offered during their regular program time. Ongoing communication between KELI staff and regular classroom teachers ensures that the programs are mutually supportive.
Eligibility for the Program
Eligible students will attend the regular Senior Kindergarten program at one of the selected high-needs schools and should:
• Be age appropriate for Senior Kindergarten (i.e., 5 years of age)
• Demonstrate significant delays/difficulties in oral language comprehension and/or expression
• Demonstrate ability to learn from group instruction
• Demonstrate language difficulties in their first and second languages, if English is their second language
• Have attended school regularly during the previous academic year
• Not demonstrate serious behavioural or attention problems or have a medical diagnosis (e.g., Autism Spectrum Disorder)
• Have written permission of parents/guardians for screening by a KELI speech-language pathologist
Admission to the Program
Kindergarten teachers of the selected high-needs schools use a specific checklist to nominate students at the end of the Junior Kindergarten year. With the permission of parents/guardians, speech-language pathologists also screen the students using a standardized test. Students who best meet the criteria of the program are admitted.
Parents/Guardians must attend an initial meeting to receive complete information about the program and its expectations for their involvement. At the meeting, parents/guardians will be asked to give written permission – for assessments by speech-language pathologists, program evaluation, and videotaping for professional development purposes.
KELI Program Locations
The KELI Program is offered at ten host schools across the TDSB. Host schools are located within a short travel distance from a cluster of identified high-needs schools, selected according to the 2009 TDSB Learning Opportunities Index of socio-economic factors. Each KELI program accepts eligible students from a total Junior Kindergarten population of about 1000 students attending the satellite schools. Students are transported by bus, except for those students registered at host schools.
Expected Outcomes
Significant gains in oral language development and early literacy skills are expected for KELI Program students. The majority of students eligible for the KELI Program comprise the lowest achieving, most “at risk” Senior Kindergarten children, who may be impacted by a combination of factors, including:
• Significant speech and language delays at age 4–5 years
• The challenges of living in economically and socially disadvantaged conditions
• The lack of a solid foundation in their first language and/or limited exposure to English
Without the early intervention of the KELI Program, and its focus on oral language, literacy, and social communication, almost all of these at-risk students would likely require school-based resource programs,
