SPECIAL EDUCATION PLAN

(1)

SPECIAL EDUCATION PLAN

2014-2015

Dr. Martha Rogers

Director of Education

(2)

Upper Grand District School Board Vision Statement

Students will attain individual excellence through dynamic programming provided by an effective staff and supported by a committed community. We will meet our students’ diverse needs through the provision of equitable and accessible resources. Our learning environment will be characterized by empowered administrators, effective

(3)

Upper Grand District School Board

Special Education Plan

Introduction to Special Education Plan

School Boards are required by the Ministry of Education to maintain a Special

Education Plan, to review it annually, to amend it from time to time to meet the current needs of its exceptional students and to submit any amendments to the Minister of Education for review.

The School Board’s Special Education Plan is to inform the Ministry of Education and the public about special education programs and services that are provided by the board in accordance with legislation and ministry policy on special education. Each year the Ministry of Education provides school boards with a checklist of items to be included in the Special Education Plan. The Table of Contents lists each of the required items from the checklist beginning with the Model for Special Education.

Also included in the Upper Grand District School Board’s Special Education Plan are the Board’s Vision Statement, sections from the Board Improvement Plan for Student Achievement (i.e. areas that focus directly on special education) and Targeted Goals for Students with Special Needs. The targeted goals are based on the results of a parent survey from April 2014. This survey was completed by parents who have children at the UGDSB with individual education plans to help in the planning of special education supports and services. Goals were also selected from Ministry direction.

Board Improvement Plan for Student Achievement

2011-2014

The Board Improvement Plan for Student Achievement 2011-2014

The following areas taken from the Board Improvement Plan for Student Achievement 2011-2014 highlight Special Education supports and services.

SYSTEM FOCI

As an organization we will:

Implement Equity and Inclusion strategies to create safe and welcoming environments and to facilitate the success of all students

Clearly communicate bullying prevention and intervention strategies in our school communities to increase awareness and engage all stakeholders in supporting our students

(5)

Connect students’ mental health to student achievement and everyone will have a role in promoting Mental Health and Wellness

Focus on supporting students in all Transitions (differentiated support for transitions to school, within school, and out of school)

Support and encourage a variety of Program Pathways for students

SMART GOALS- IF/THEN STATEMENTS

Instructional Strategies

If we focus on proven effective instructional strategies that differentiate and meet student needs in all subject areas, then we will see improved student achievement. If we focus on improving assessment and evaluation practices in all subject areas then we will improve instructional decisions, promote student engagement

Numeracy

If we see a change in teacher practice (teaching through problem solving with a focus on consolidation and independent practice) then we will see an improvement in students’ conceptual understanding of math at the Junior and Intermediate Levels.

25% of junior students with special needs will attain Level 3 in their conceptual understanding of math as would be evidenced by EQAO results.

45% of students with special needs taking Grade 9 Applied Math will achieve 70% or above as evidenced in EQAO results.

Literacy

If we change teacher practice (guided reading) then we will see an improvement in our students’ ability to read and comprehend.

39% of Primary students with special needs will read and comprehend at Level 3 as would be evidenced by EQAO results.

If we see a change in assessment and evaluation practices (e.g. using learning goals and success criteria), then we will see improvements in student achievement in Applied level courses.

53% of grade 10 students in Applied courses with Special Needs will pass the OSSLT

Student Engagement

If we design effective programming and interventions then we will engage and re-engage students and decrease the percentage of leavers.

System and School based initiatives to promote mental health wellness Engagement- Decrease the percentage of students leaving school (JK-12)

Re-Engagement- Increase the number of credits granted to students who have re-engaged

(6)

TARGETED EVIDENCE BASED STRATEGIES/ACTION

Instruction

Schools will identify achievement gaps (e.g. ELL, special education, gender, Aboriginal, students living in poverty, working at Level 2, in the applied stream) and will set specific targets and implement specific strategies to reduce gaps Teachers will:

focus on specific teaching strategies to improve achievement to all students, including students with special education needs (e.g. accommodation, Differentiated Instruction)

incorporate the use of assistive technology into daily class work

Student Engagement

Schools will provide early reading remediation in preparation for the Grade 9 EQAO (Mathematics) and Grade 10 OSSLT, with a focus on Applied Level courses, starting in the fall and will offer after school literacy and numeracy programming (Pass the Test and That Figures).

Program Department Staff will prepare a coherent vision for mental health addictions programs and services.

Staff and students will access mental health resources and services (e.g. Collaborative Case Conferencing).

Schools will promote Program Pathways (e.g. OYAP, Specialist High Skills Major, Dual Credit, Co-op) and Pathway Planning tools such as the ―All About Me‖ portfolio, K to 6 and the ―Individual Pathway Plan‖ (IPP), 7 to 12. My Blueprint will be the vehicle for all board Pathway Planning and secondary course selection

Schools will support transition planning (e.g. preschool to school, grade to grade, secondary exit plans) ensuring that students with Special Needs are a priority. Schools will incorporate technology at the point of instruction to engage students

(e.g. e-Learning, Blended Learning, UG2GO hardware-iPad/Apple TV and Smart Technology, BYOD (Bring Your Own Device)

(7)

Targeted Goals for Specific Students with Special Needs

Rationale

Special Education goals are embedded in the Upper Grand District School Board, Board Improvement Plan for Student Achievement (BIPSA). In addition, the following targeted goals address specific students with special needs.

Topic One: Information about special education supports and services

Goal: To provide information to parents about special education supports and services through a variety of formats (e.g. IPRC process and IEPs).

Specific Objective: Provide information to parents about special education supports and services through online and print resources monthly.

Method:

• Provide information about special education to Principals for school newsletters • Develop print materials for parents and community members to highlight special

education supports and services

• Begin twitter account for Program Department

Monitoring:

List the types of communication methods used and feedback received and report in Special Education Report 2015

Include a question in the survey for parents of children with IEPs (Spring 2015) regarding information to parents about special education supports and services

Topic Two: Transition Plans for students with Individual Education Plans (IEPs) Goal: To create transition plans for students with IEPs according to students’ needs. Specific Objective: 80% of students with IEPs will have written transition plans by June 2015.

Method:

• Include transition planning as part of Special Education series of in-services for Special Education Teachers

• Provide samples of transition plans at in-services

• Include transition planning as a topic in IEP resources for Principals and Special Education Teachers

(8)

Monitoring:

Track the percentage of transition plans as part of the IEP review in Spring of 2015

Topic Three: Individual Education Plans and parent consultation

Goal: To increase the involvement of parents and students in the development of IEPs. Specific Objective: 80% of IEPs reviewed in spring of 2015 will meet or exceed the satisfactory level in the area of parent/student consultation using the Ministry rubric. Methods:

Provide IEP resources to Principals and Special Education Resource Teachers that describe how to increase parent and student involvement in writing IEPs Explain and review how to record parent involvement in the development of IEPs

in the Consultation Section of the IEP Monitoring:

IEP Review Committee to conduct an internal review in Spring of 2015 with specific attention paid to parent and student input

• Include a question about parent consultation on IEPs in the survey for parents of children with IEPs (Spring 2015)

Topic Four: Social Emotional Programming in consultation with Board initiatives and community partners

Goal: To use social-emotional programming resources that are recommended by Board staff and our community partners (i.e. Reaching In… Reaching Out; Tools for Life) during the 2014-2015 school year.

Specific Objective: Train and offer support to staff at schools in the use of programs and/or resources that promote resiliency and self regulation with an emphasis on Kindergarten- Grade 2 classrooms. Train and offer support to staff at 2-3 schools as a school-wide approach (K-8).

Include and emphasize the importance of a caring adult being identified for students with IEPs, as appropriate to student needs, in professional development.

Methods:

Develop an integrated approach to use in our community using social-emotional resources for Early Learners (e.g. school boards, CMHA WWD and Child Care) Provide Tools for Life training at 2-3 schools

Work with the Manager of Mental Health and Addictions to provide training and programming according to the UGDSB Mental Health Strategy

(9)

Encourage conversations about a caring adult through the IEP process Monitoring:

Create and use an evaluation method for reviewing the social-emotional programming for Early Learners (i.e. as developed/recommended through the community project)

Include a question about students having caring adults at the school level in the Special education survey 2015

Topic Five: Student understanding of their learning profiles

Goal: To help students with IEPs understand their learning profiles (e.g. strengths, needs and interests) by providing information and resources to teachers and support staff who work with these students.

Specific Objective: To create and distribute training resources for staff designed to support students in the understanding of their learning profiles (fall of 2014).

Method:

Share samples of IEP goals and objectives from 2013-14 student advocacy goals (by Itinerant teachers) with Special Education Teachers and school staff

Promote the use of resources and activities from the Ministry Career/Life

Planning Program and Learning for All at professional development sessions and

on the Staff Portal, to help students understand their learning profiles Gather resources to support students and parents in understanding learning

profiles

Encourage teachers to review and discuss IEP strengths and needs with students so they better understand their learning profiles

Monitoring:

Track and report on tools and training resources posted on Staff Portal Ask targeted students for feedback about their understanding of their learning

profiles

Share tools and resources with different Board departments and committees (e.g. Student Success committees: pathways, transition planning; Special Education: professional development, Special Education Review Committee)

Topic Six: Use of technology at home to support learning

Goal: To provide information and resources about technology use at home to support the learning of students with special needs.

(10)

Specific Objective: Parents will be offered print resources, electronic information and training sessions to learn more about the use of technology at home to support learning during the 2014-15 school year.

Method:

Description of ways to access technology through a letter to parents with new and refreshed SEA claims

Program staff to participate in parent training opportunities (e.g. Digital Saturday) Include the ―Home Use of Technology Protocol‖ in Special Education in-services and in the SEA Manual for Staff

Monitoring:

• Include a question about home use of technology to support learning in the survey for parents of children with IEPs (Spring 2015)

Topic Seven: Communication between home and school

Goal: To explore strategies to improve communication with parents of children with IEPs

Specific Objective: Identify barriers to effective home-school communication based on special education survey results and offer strategies to address the barriers.

Method:

Examine feedback provided in the special education survey about home-school communication

Share themes (i.e. barriers and strategies) with Program Staff and Administrators Include tips to improve communication through a variety of methods (e.g. topic

one above)

Monitoring:

Chart the barriers and strategies about home-school communication and ways this information is shared with staff and parents

Include a question about communication between home and school in the survey for parents of children with IEPs (Spring 2015)

(11)

Model for Special Education

Philosophy of Special Education: Guiding Principles

We believe all students can learn.

We value each student’s unique ability, individuality, learning style and pace of learning.

We believe that the growth, the development and the learning of each student is enhanced in the most enabling environment.

We believe that the inclusion of exceptional students in the school community provides a valuable learning experience for all children.

We deliver programs which incorporate realistic goals and objectives through individualized teaching and assessment methods.

We respect the rights of parents to make informed decisions in the best interests of their children.

We respect, value and encourage collaborative partnerships with parents, community agencies and professionals.

We provide a diversity of placements and resources which reflect effective programs and strategies for exceptional pupils.

We recognize the wealth of learning opportunities in the community which assist students with transitions, to offer work experiences and to allow their pursuit of special abilities or talents.

We value early intervention for all students experiencing difficulties in school and/or needing enrichment.

(12)

Special Education Department

Who Are We?

Members of the Special Education Department include Special Education Coordinators, Special Education Consultants, Itinerant Teachers, an Applied Behaviour Analysis Facilitator and Transitional Educational Assistants. Itinerant Teachers travel between schools to work with students. Transitional Educational Assistants work at schools for up to six weeks to support special transition situations (e.g. students returning from a treatment program).

How do Special Education Consultants help staff and students?

make recommendations about programming, strategies and resources for students with all types of special needs who require accommodations, modifications or alternative curriculum

work with staff to submit claims for specialized equipment (e.g. Special Equipment Amount) and submit requests for Special Incident Portion funding provide professional development in Special Education

participate in Consultant Support Team Meetings

Consultants provide leadership related to the following exceptionalities: o Intellectual Disabilities

o Developmental disabilities o Giftedness

o Low Incidence Disabilities (e.g. blind and low vision, deaf and hard of hearing, and physical disabilities)

o Learning Disabilities

o Autism Spectrum Disorders o Behaviour

Who Are The Students Itinerant Teachers Work With?

Itinerant Teachers work with students who are deaf and hard of hearing and students who are blind or have low vision. Other itinerant teachers work with some students with learning disabilities using technology and some students with Autism Spectrum

Disorders.

How Else Do We Help? Special Education Consultants:

chair Identification, Placement and Review Committees at the school board level support special projects and new directions of the school board and Ministry of

(13)

Communication, Language and Speech Services

Who Are We?

We are Speech-Language Pathologists and Special Program Assistants –

Communication, Language and Speech Services who provide service in school-based teams. The Speech-Language Pathologists are highly trained in communication development and disorders at the Master’s level. They must be registered with the College of Audiologists and Speech-Language Pathologists of Ontario to practice in Ontario. The Special Program Assistants have been trained by our department to provide direct services to students under the supervision of the Speech-Language Pathologist who assesses the students, develops the programs and evaluates their progress.

Who Are The Students We Work With?

Speech-Language Pathologists help school staff to develop the best learning

environment for children with a variety of communication needs. Since our services are school-based, we focus on communication needs that will impact the student’s ability to learn to read and write and to use communication to participate in all aspects of their education. These may include students from Kindergarten to Grade 12 with needs in the following areas:

Augmentative and Alternative Communication Autism Spectrum Disorders

Deaf or Hard of Hearing Developmental Disabilities

Language Based Learning Disabilities Selective Mutism

Speech (severe articulation/phonology only) How Can A Student Receive Our Services?

All of our services are accessed through the Consultant Support Team at the student’s school. The classroom teacher brings concerns to the In-School Team where the decision is made to refer to the Consultant Support Team. If a parent has a concern, they should discuss it with their child’s teacher.

The Kindergarten Communication Skills Evaluation is available to senior kindergarten students who are selected by their teacher. Following parental consent, names are provided directly to the school’s Speech-Language Pathologist.

How Do We Provide This Service?

We offer the following levels of service to assist the classroom teacher in differentiating instruction for individuals or groups of students with similar learning needs:

consultation may consist of problem solving with the school team, the resource teacher, and/or the classroom teacher

assessment may consist of classroom observation, informal curriculum based tasks, and formal assessment for more complex needs

(14)

Direct service for kindergarten to grade 2. If the Speech-Language Pathologist determines that the student would benefit from language intervention, the student will work with the Special Program Assistant – Speech and Language. The Speech-Language Pathologist will complete an assessment, develop program goals, and meet regularly with the Special Program Assistant to evaluate progress, update the goals, and determine if the student needs continued support.

Referral Services

Community Care Access Centre (CCAC) offers service at school for students with moderate to severe articulation, voice, fluency (stuttering), and feeding and swallowing difficulties. The Board’s Speech-Language Pathologist must assess the students to determine if they meet the criteria for CCAC services before initiating the referral.

Families may also be given information on accessing other services in the community to support their child. This could include referrals to an Ear, Nose and Throat (ENT) Specialist or an audiologist.

Professional Development

The Speech-Language Pathologists provide a wide variety of school-based and system-based in-services to address the needs of individual students (for example, helping school staff understand how to support a student with selective mutism) or the needs of a group of teachers interested in learning more about enhancing oral language in their classrooms.

(15)

Psychological Services

Who Are We?

Members of the Psychology Department are all registered with the College of

Psychologists of Ontario (or are currently completing this requirement and are under Supervised Practice) and are either trained at the Doctoral or Masters level. As a member of the College of Psychology, the staff are licensed to diagnose in the areas of Developmental Disorders, Learning Disabilities, Attention Deficit/Hyperactivity Disorder, Anxiety Disorders, Child and Adolescent Depression, Tourette’s Syndrome, Autism, and other Mental Health Disorders.

Who Are the Students the Psychological Consultants Work With?

The Psychological Consultants work closely with the school team, parents, and community partners (e.g., Local Children’s Mental Health Service) when students are struggling with learning, social, behaviour, or mental health concerns at school. The Psychological Consultant provides consultation, brief intervention (1 to 3 sessions) and psychological assessments. A Psychological Assessment involves a comprehensive standardized testing of intellectual (cognitive) skills, memory functioning, specific processing abilities, academic skills, and social/emotional/behavioural functioning. Services are provided for children from Kindergarten to Grade 12 presenting with the following needs:

Specific Learning Disability in Reading, Writing, and Math Non Verbal Learning Disability

Language Based Learning Disability Attention Deficit/Hyperactivity Disorder Autism Spectrum Disorder

Mild Intellectual Disability Developmental Disability Behaviour Disorders Anxiety Disorders

Affective Disorders (Depression)

How Can A Student Receive Our Services?

At the Consultant Support Team (CST) meeting it might be decided that a full Psychological Assessment was needed. If a parent feels their child needs a Psychological Assessment or consultation, they need to discuss it with their child’s teacher first as this is the only way in which a student’s name can be brought up at the CST.

(16)

Types of Services Provided?

Parents, teachers, and students are supported by the psychology department in the following ways:

Indirect Consultation

Discussion at school team meetings (as long as there is verbal consent from parents following the principal’s phone call), offering suggestions for academic programming, and behavioural strategies to meet the child’s identified behavioural and mental health needs. Psychological Consultants often consult on Behaviour Plans and Safety Plans that have been developed at the school.

Direct Consultation

Following discussion at the school team, it might be decided that it would be helpful for the Psychological Consultant to become more involved, possibly observing the child, having parents and teachers complete standardized questionnaires, reviewing the Ontario School Record, talking with the parents, or working with involved community partners.

Brief Intervention

Following discussion at the school team, it might be decided that it would be helpful for the Psychological Consultant to meet directly with the student to obtain more

information that would help the school in programming.

Psychological Assessment

Following discussion at the school team, it might be decided that it would be helpful for the Psychological Consultant to meet directly with the student and complete a

psychological assessment. As parents are very important partners in completing the assessment, the goal is to always meet with parents for an interview before beginning the assessment. Feedback is provided to the parents, school team, and when

appropriate to the students.

Group Administered Ability Testing - Grade 3 Screening with the Canadian Cognitive Abilities Test (CCAT)

Early in the fall of Grade 3, all parents of students in Grade 3 are asked if they will consent to their students taking the CCAT. The purpose of this test is to obtain a screening measure of cognitive ability in both the verbal and nonverbal domain. The results provide information about students who may need additional supports as well as those students who would benefit from Enhanced or Gifted Programming. Results are available in late November and are distributed to schools who then send a letter with the results home to parents.

(17)

Other Ways in Which We Help - Specialized Teams Behaviour/Mental Health Intervention Team

This program is made up of three Child and Youth Counsellors who work directly under the supervision of the Chief Psychologist. This program provides intensive behavioural and mental health supports to students in the classroom for a 6 to 8 week time period. The team utilizes a Collaborative Problem Solving Model (Dr. Ross Greene) and provides in-service to teachers and administrators on this model.

Mental Health Psychology Support Program for Secondary Schools (MHSS-Psychology)

One full time itinerant Psychological Consultant provides direct support to secondary school staff regarding students with serious mental health needs. Support may involve consultation, brief assessment of a student’s mental health issues, brief intervention, liaison with mental health agencies, and in-service to schools and parent groups. Professional Development

Members of the Psychology Department provide a variety of school-based in-services as well as system-based in-in-services on a variety of topics (e.g., Helping the Anxious Child in the Classroom).

Members of the Psychology Department provide training in Behaviour Management Systems and Collaborative Problem Solving.

Violent Threat Risk Assessment: Members of the Psychology and Counselling Attendance Departments work with community partners (i.e., police, children’s mental health agencies) to properly assess and intervene when a high risk or threatening situation occurs at a school.

(18)

Counselling and Attendance Department and Social Work Services

Who Are We?

All members of the Counselling and Attendance Department are Social Workers trained at the Masters level and registered with the Ontario College. Each Social Worker is assigned to one or two high schools where they have an office. They also provide some support to the family of elementary schools that feed into their high school(s).

Who Are the Students the Psychological Consultants Work With?

The Social Workers in the Counselling and Attendance Department work closely with the school team, parents, and community partners (e.g., Local Child and Adolescent Mental Health Service) when students are struggling with social, behaviour, or mental health concerns at school. The Social Worker provides consultation to teachers and administrators and counselling to students in order to help them succeed in high school. Students may present with the following problems:

school attendance Issues

mental health disorders including anxiety, depression behaviour disorders

social problems

How Can A Student Receive Our Services?

Referrals can be made directly to the Social Worker by a teacher or an administrator. Often, but not always, referrals are made following a meeting with the In-School Team or the Consultant Support Team. If the student is 12 years of age or older, the student can self-refer for counselling. If a student is in crisis, they can immediately be seen by the Social Worker who will then contact family and other support services if needed. Informed consent is obtained as soon as the Social Worker begins to work with a student. The Social Worker also has the responsibility to follow up referrals for attendance made by the school. Consent is not required for the Social Worker to become involved in attendance referrals as this is a service that is mandated. Types of Services Provided?

Parents, teachers, and students are supported by the Counselling and Attendance department in the following ways:

Individual Counselling

To help students cope with the social, emotional and academic demands of school as well as address mental health issues and encourage students to seek appropriate mental health services in the community.

(19)

Consultation and Support

Provide consultation to teachers and administrators regarding student needs and effective ways to address the student’s need in the school setting. Address parent questions and provide information to help them support their children or adolescent. Attendance

When the student has not been attending regularly, the Social Worker will find out why the student has been absent and work with the student, family, and school team to facilitate successful return to school.

Supervised Alternative Learning

If a student cannot be successful at high school in a traditional program, the Social Worker helps to facilitate the student finding a supervised work setting.

Referral Services

Canadian Mental Health Association Waterloo Wellington Dufferin - referrals can be made for children and adolescents with mental health concerns.

Dufferin Child and Family Services (Dufferin County) - referrals can be made for children and adolescents with mental health concerns.

Professional Development

Members of the Counselling and Attendance Department provide a variety of school-based in-services as well as system-based in-services on a variety of topics (e.g., Adolescent Depression).

Members of the Counselling and Attendance Department provide training in Collaborative Problem Solving for their secondary schools.

(20)

The Mental Health and Addiction Lead

The position of the Mental Health and Addiction Lead at the Upper Grand District School Board began in September of 2012 as part of Open Minds, Healthy Minds –

Ontario’s Comprehensive Mental Health and Addictions Strategy. The Mental Health

and Addiction Lead works with senior administration to develop and implement the board mental health and addictions strategy. This position provides leadership for the board mental health team.

Some key responsibilities of the Mental Health Lead include:

Conduct board and school level resource mapping to determine areas of strength and need

Promote mental well being and mental health literacy initiatives in the board Select and support evidence-based approaches to mental health promotion and

prevention

Collaborate with board and community partners to promote clear and integrated access to services

(21)

The Special Education Intervention Model

The pyramid of intervention above demonstrates that for the vast majority of students, programming is done by classroom teachers in consultation with parents, and school staff members. A smaller group of students may be brought forward to the In-School Support Team (IST) for more discussion, program planning and possible assessment using school-based resources. A much smaller group of students may be discussed at the Consultant Support Team (CST) meeting where further discussion, program

planning and recommendations are made. A few students in the school board, with significant behavioural concerns, may be referred to the Specialized Support Team (SST). Parents and educators are encouraged to work as collaborative partners throughout the steps.

1. Classroom Intervention

student concerns identified by teacher and/or parent parent/teacher meetings occur to discuss concerns strategies planned and implemented in the classroom

concerns resolved and no further action needed or referral to In-School Team SST Specialized Support Team CST Consultant Support Team IST

In-School Support Team

(22)

2. In-School Team (IST)

supports the needs of a smaller number of students

addresses learning, physical, behaviour and/or mental health needs of students referred

involves members of the school staff which may include: Principal or Vice-Principal, Special Education teacher, Classroom teacher, Child and Youth Counsellor, Guidance Counsellor and/or Social Worker (secondary), At-Risk Lead teacher (secondary), Educational Assistant

may include updates of progress, further program planning, accommodations and/or modifications to program, access to school support staff and in-school assessment, development of an Individual Education Plan (IEP), Behaviour Plan or Safety Plan; review/evaluate student progress

considers possible next steps e.g. vision or hearing examinations, medical consultation, paediatric consultation, counselling, referral to Consultant Support Team (CST)

concerns resolved and student continues to be monitored by the In-School or referral to Consultant Support Team (CST)

3. Consultant Support Team (CST)

third level of discussion, planning and problem solving

includes Program Services Consultants (Special Education, Speech and Language Pathologist, Psychology) and the IST members

may involve the Parents, Counselling and Attendance Consultants,

Educational Assistants and representatives from outside agencies involved with the student

addresses continued challenges in learning, behaviour and/or mental health needs

provides additional consultation and assessment

involves updates of program development and student performance, review of IST strategies, IEP, Educational Assessment, Behaviour Plan, Safety Plan, consideration for referral to Identification, Placement and Review Committee (IPRC), consideration of application for special class placement,

consideration for a Special Equipment Amount (SEA) claim for equipment concerns resolved and students continues to be monitored by the CST or

referral to the Specialized Support Team

4. Specialized Support Team (SST)

fourth and most intensive level of discussion, planning and problem solving the SST includes a consultant from each of the following Program Services

Departments: Psychology, Special Education, Communication, Language and Speech and Counselling and Attendance

the SST also includes a Psychological Behaviour Specialist and Educational Assistant who work directly in schools

(23)

with parental consent a staff member from the community children’s mental health agency is included

parents, school staff and involved community agency members (at parent’s request) are included in discussion, planning and problem solving

together the team sets specific goals with plans for ongoing monitoring and support of the strategies, materials and resources recommended

Case Conference

A case conference is a meeting that is held that focuses on one student for a more in-depth discussion. Case conferences are held as needed throughout elementary and secondary school. Case conferences are held to share information, to develop plans or to respond to concerns. Parents, school staff, board staff and community service

providers may attend case conferences.

Examples of case conferences are: a case conference for a student with complex needs who is beginning junior kindergarten; and a case conference to develop a plan to

support a secondary school with a recent diagnosis of a mental health disorder. These meetings may be held to share assessment findings from board assessments or

(24)

Specialized Teams from Program Services

The staff from Psychological Services, Communication, Language and Speech Services, Special Education and Counselling and Attendance are members of specialized inter-disciplinary teams. These teams include:

Behaviour Management System Training (BMS)

The Behaviour Management System was adopted by the board as the method of intervening when children are experiencing behavioural challenges and physical intervention is needed. A variety of staff have been trained as trainers in this model, including: Special Education, Psychology, Counselling and Attendance, Child and Youth Counsellors, and Administrators. When a school is having difficulty with a particularly challenging student, a training team can be sent in to assist the staff. Crisis Response Team

All members of the Psychology and Counselling & Attendance Departments respond when a crisis occurs at one of their schools. This might involve the death of a student, parent, a trauma, or accident. Support is provided to students, parents and school staff. In order to respond to crisis calls, each member of the team carries the pager for two to three weeks and ensures that when a crisis occurs, all staff are alerted.

Complex Autism Diagnostic Assessment Team (CADAT)

This team, consisting of a Psychological Services Consultant and a Speech-Language Pathologist, provides diagnostic assessments to determine, in complex cases, if the student meets the criteria for an Autism Spectrum Disorder diagnosis (DSM 5).

Referrals must be made through the Consultant Support Team at the school. A psycho-educational assessment must have been completed before the CADAT assessment can be carried out.

Outreach Team

This Special Education team supports schools in teaching students with Autism

Spectrum Disorders. Training, modeling, coaching and guided practice are provided to build school capacity using a gradual release of responsibility model. The team focuses on developing school capacity to use ABA and TEACCH instructional methods to

decrease challenging behaviour, increase skill acquisition, improve access to curriculum and increase student independence.

Specialized Support Team (SST)

This team is made up of members from Communication, Language and Speech

Services, Psychology, Special Education, and Social Work. This is the highest level of support available for students with behaviour and/or mental health needs. This team assists schools and families in working together to support a student’s ability to function successfully at school.

(25)

The Identification, Placement, and Review Committee (IPRC)

Process

Informal Approaches to Solving Problems Prior to IPRC

The first and most important intervention is a discussion between teacher and parents which results in an action plan developed to address concerns. The school staff discusses student progress and the results of their action plans at regularly scheduled In-School Team (IST) meetings. The teacher, parent and/or principal may at any point decide to seek the advice of program consultants available to all schools through a Consultant Support Team (CST) meeting. These meetings involve key staff from the school along with the school’s Special Education Consultant, Speech and Language Pathologist, school Psychologist and, in some cases, Counselling and Attendance Services staff. Concerns may be resolved or successfully managed at each stage of the process or there may be recommendations to further investigate the educational needs of the student. Throughout the process parents are kept informed.

IPRC Planning

Through the principal, educational and other assessments are presented at a

Consultant Support Team (CST) meeting in preparation for an IPRC. Information is communicated to parents prior to the IPRC and they are encouraged, in writing, to attend the IPRC meeting. Parents are informed of their rights with respect to the process verbally and through the Parent Guide to Special Education. This guide is available at all schools in the Board as well as through the Special Education

Department of Program Services. It is a goal of the Board to maximize the involvement of parents in the IPRC decision making process.

System Level IPRCs

Composition

Chairperson (Special Education Staff) Principal/Vice-Principal

one other member (e.g. Principal or Vice-Principal, Special Education teacher) Mandate of System Level IPRCs

initial identification by the Upper Grand DSB of a student’s exceptionality and any subsequent change in identified exceptionality

placement of the student (regular class with support, special education class) review of the identification and placement of a student at the request of the

parents or school

identification of students previously identified within the Board but who have returned after a lengthy absence

(26)

School Level IPRCs

Team Composition

School Principal/Vice-Principal (Chair)

Special Education teacher or Resource teacher one other staff member

Mandate of School Level IPRCs

review annually a student’s identification and placement made by a system level IPRC

declare a student not exceptional with a written request from the parents or student if 18 years of age or older

change the placement of a student from a special education class to a regular class when appropriate (i.e. moving from Grade 8 to secondary)

IPRC Process

System IPRC meetings occur throughout the school year for the initial identification and placement of exceptional students as well as subsequent changes to either the

identification and/or placement of the student. These meetings are organized centrally by the Special Education Department.

Each January, students’ names are referred to a System Placement Committee if a special education class is being considered. Prior to these referrals, staff will take the following steps:

assess student needs;

discuss with the parents the possible placement options; prepare relevant data, including formal/informal assessments ; and present the referral to the CST.

The System Placement Committee discusses each referral to make sure the student meets the appropriate criteria and checks for available spaces for the following September. Only the most appropriate students are recommended to be placed in these system classes as there are limited placements available. System IPRC

meetings, for special education class placements in September, generally occur in the spring.

On rare occasions, students are placed in system special education classes at other times of the school year. These exceptions may be for students new to the board. This may occur by referring these situations to the Special Education Coordinator.

(27)

Parent Consent and Dispute Resolution

Parents are informed by the IPRC of the recommendations for identification, the

placement and the strengths and needs statements during the IPRC meeting. If parents are not in attendance, they are informed of the results verbally shortly thereafter by school staff. Written copies of the IPRC minutes are sent to the principal of the school by the Special Education Department. The principal sends copies of the IPRC minutes to the parents for their signature. A copy is provided for the parents’ records.

Parents may decide to accept or decline the placement recommendations of the IPRC. Should the parents be unable to decide at the IPRC meeting, then the Committee will adjourn to provide more time for the parents to decide. If the parents are not in

attendance and do not agree with the placement recommended by the IPRC, then the Committee defers a decision to consider alternate placements.

IPRC Reviews

The identification and placement of every identified student are to be reviewed annually and all IEP’s are to be reviewed once each reporting period.

Disputes regarding IPRC recommendations are normally resolved at the school level but may involve the mediation of members of the Program Department or

Superintendent of Program. Parents are informed of their rights to dispute the IPRCs recommendations for identification and placement as outlined in the Parents’ Guide to Special Education. If parents do not provide their consent or disagreement, Principals implement the IPRC decision.

Mediation and Appeal Process

With respect to appeals, the Board follows the appeal process as outlined in the Regulations. If necessary, the Board would seek the assistance of a mediator in an effort to resolve disputes and would welcome the involvement of parent advocates or other professionals to the process according to the wishes of the parent.

Conflict Resolution and Shared Solutions

The Ministry published and distributed the guide: Shared Solutions - A Guide to

Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs in 2007. This resource guide is intended to help parents,

educators, and students with special education needs, work together to prevent conflicts, resolve issues quickly, and allow students to develop their full potential and succeed in school. The Upper Grand District School Board endorses the approaches, techniques and strategies for conflict prevention and resolution.

(28)

Guidelines for IPRC Identification

The following are the guidelines which are used by the Upper Grand District School Board in determining the appropriateness of an identification as exceptional in each of the Ministry categories.

Required Documentation for System IPRC

The school team presents the following documentation to the Special Education Department:

Educational Assessment Package

Student Information for Identification, Placement and Review Committee (IPRC) or Application for Special Education Class Placement form (completed during the current academic school year)

Individual Education Plan recent Report Card Student Profile

student work samples

Diagnostic assessments relevant to IPRC Behaviour Plan (where applicable)

Safety Plan (where applicable)

In addition, the following conditions and documentation are required for specific exceptionalities by the Upper Grand District School Board IPRC:

Behaviour

documentation of severity and frequency of behaviours which are persistent and ongoing

supportive medical, emotional, or counselling information as applicable evidence that the behaviours are detrimental to self and/or others

evidence that the behavioural responses are not better explained by another known or identifiable Ministry of Education exceptionality

Communication

Autism Spectrum Disorder

diagnosis by a qualified professional Learning Disability

evidence of at least average ability on a standardized cognitive assessment a significant discrepancy between achievement and predicted ability not better

explained by another exceptionality

(29)

Language Impairment

a Speech and Language Assessment reflecting significant difficulties in either expressive or receptive language

low academic achievement requiring accommodations and/or modifications language problems not better explained by another exceptionality

Speech Impairment

a Speech and Language Assessment reflecting significant impairment in speech intelligibility requiring accommodations and/or modifications

Deaf and Hard of Hearing

an Audiologist or Medical Practitioner Assessment or report of hearing deficit hearing loss resulting in academic difficulties

student need for accommodations and/or program modifications

Intellectual

Mild Intellectual Disability

a Cognitive Assessment on an individually administered intelligence test

indicating a Full Scale I.Q. score or General Ability Index that falls between 2nd to 8th percentiles, inclusive

consideration of Adaptive Functioning using standardized measures with delays (2nd to 8th percentile) noted in at least one area

consideration of academic skills with most falling well below grade level requiring most areas of the curriculum to be modified

Developmental Disability

a Cognitive Assessment on an individually administered intelligence test

indicating a Full Scale I.Q. score or General Ability Index that falls at, or below, the 2nd percentile (plus or minus one standard error of measurement) OR where formalized measures of cognitive ability cannot be administered, there

must be a documented history of habilitative services, and need for modification in most areas of the curriculum and daily functioning

Adaptive Functioning, as measured on standardized questionnaires, indicating delays in one of more areas, falling at, or below, the 2nd percentile (plus or minus one standard error or measurement) is required whether or not a formal cognitive assessment is completed

Giftedness

group Administered Ability Test indicating an Overall or Composite score at, or above, the 98th percentile

on an individually administered intellectual test (using Canadian norms where available), a Full Scale I.Q. score or General Ability Index at, or above, the 98th percentile is required

academic skills in reading are two grades above level and skills in math and writing are at, or above grade level expectations

(30)

students who meet the cognitive assessment criteria but who do not fully meet the academic criteria may be considered, following a review of the data by the Psychological Consultant

Physical

Physical Disability

medical diagnosis and information

curriculum modifications or accommodations related to physical limitation or deficiencies

Blind and Low Vision

medical Assessment or current Ophthalmology Report

documentation of curriculum accommodations and/or modifications needed

Multiple

relevant medical information or documentation related to the areas of need documented needs in two or more areas of exceptionality with special services

(31)

Special Education Placements Provided by the Board

Special Education Placements

Students who need special education programs and services usually receive support through the Classroom Teacher and the Special Education Resource Teacher.

However, there are other special education placements if additional support is needed. A special placement is decided through the Identification, Placement, and Review Committee (IPRC).

List of Schools and Placements 2014-2015

Learning Disability Programs (Partially Integrated Classes)  Erin Public School: Junior Programs

 Mitchell Woods Public School: Junior Program  Ottawa Crescent Public School: Junior Program  Parkinson Centennial Public School: Junior Program  Rockwood Centennial Public School: Junior Program  Westwood Public School: Junior Program

 Willow Road Public School: Junior Program

Mild Intellectual Disability Programs (Partially Integrated Classes)  Arthur Public School: Junior/Intermediate Program

 Drayton Heights Public School: Intermediate Program  Gateway Drive Public School: Junior/Intermediate Program

 Hyland Heights Elementary School: Junior/Intermediate Program  Mitchell Woods Public School: Junior/Intermediate Program  Paisley Road Public School: Junior Program

 Palmerston Public School: Junior and Intermediate Programs  Parkinson Centennial Public School: Junior/Intermediate

 Rockwood Centennial Public School: Junior/Intermediate Program  Waverley Drive Public School: Junior and Intermediate Programs  Willow Road Public School: Intermediate Program

(32)

Developmental Disability Programs

 Centennial Collegiate Vocational Institute: Secondary Program – 4 classes  Centre Dufferin District High School: Secondary Program

 Centre Wellington District High School: Secondary Programs – 2 classes  College Heights Secondary School: Secondary Program – 2 classes  Elora Public School: Junior/Intermediate Program

 Guelph Collegiate Vocational School: Secondary Program  Island Lake Public School: Primary/Junior Program

 John F. Ross Collegiate Vocational Institute: Secondary Program – 5 classes  June Avenue Public School: Primary/Junior Program

 Ken Danby Public School: Junior/Intermediate Program  John Galt Public School: Primary/Junior Program

 Minto Clifford Public School: Primary/Junior and Junior/Intermediate Programs  Montgomery Village Public School: Junior/Intermediate Program

 Norwell District Secondary School: Secondary Program – 3 classes  Orangeville District Secondary School: Secondary Program – 5 classes  Priory Park Public School: Primary/Junior Program

 Rickson Ridge Public School: Intermediate Program  Sir Isaac Brock Public School: Primary/Junior Program  Taylor Evans Public School: Intermediate Program

 Victoria Cross Public School: Junior/Intermediate Program  Victoria Terrace Public School: Primary/Junior Program  Wellington Heights Secondary School: Secondary Program  Willow Road Public School: Primary/Junior Program

Gifted Programs

 Settlers Creek Public School: Grades 4 to Grade 8 Programs  Waverley Drive Public School: Grades 4 to Grade 8 Programs

(33)

Description of Special Education Placements

The Upper Grand District School Board offers five categories of special education placements:

a regular class with indirect support a regular class with resource assistance a regular class with withdrawal assistance

a special education class with partial integration and a special education class full-time

These placements are decided by the Identification, Placement and Review Committee. What is the difference between a special education class and resource or

withdrawal support?

Special education classes as described in the ―Description of Special Education Placements‖ are provided in classes taught by a special education teacher. Students are in the classes for 50% to 100% of the school day. These classes are available at a limited number of schools. Placement in one of these system programs is done through an Identification Placement Review Committee. Students are transported to these programs as required.

Resource support is available at all schools. Student placement is in the regular classroom but additional support is provided by a special education teacher. This support may be in the regular classroom or in a resource room. The amount of support and location of the support is decided on a case by case basis. Students who need ongoing special education support and services have an Individual Education Plan (IEP).

What is integration?

Integration is a term that is used in many placement decisions by an IPRC. Integration refers to the inclusion of the student in a different setting. Inclusion is encouraged at the Upper Grand District School Board in regular classrooms, school community and the local neighbourhood community. The amount of integration varies according to student profiles (i.e. interests, strengths and needs), the type of program, the level of the

student and availability.

When do students in developmental disabilities classes receive work experience? Students must be 16 years of age to participate in the out of school work experience. Up to 40% of the school week may be used for work experience in one-two placement per semester. Students who are 18 years of age and older may have 2-3 work

placements per semester for up to 60% of the school week. The work experiences of students in their final year are guided by the transition plan but are limited to a

maximum of 80% of the school week. These work experience guidelines are applied in the semester following the student’s birthday.

(34)

Work placements are designed to support educational goals. Some students who are medically fragile or who have significant behaviour challenges may be exempt from participating in work experience.

Placement in Learning Disabilities Program

grades 4 to 6

students are integrated into regular classes for up to 50% of the day Purpose of Class:

to provide targeted skill development and strategies to help students work at their grade level in the regular classroom

to focus on skills in reading, writing and math

to improve student use of technology as a learning tool, as appropriate Requirements for Placement in Learning Disabilities Program:

student has been identified by IPRC as Communication: Learning Disability over 50% of the student’s curriculum requires modification

student has received minimum of one year of intensive Special Education Resource Support

Educational Assessment showing significant academic delays based on current classroom assessments

Placement in Mild Intellectual Disabilities Program

junior - Grades 4-6 and Intermediate - Grades 7-8

students are integrated into regular classes for up to 50% of the day Purpose of Class:

to provide modified curriculum as necessary for student success to focus on modified curriculum in reading, writing and math

to improve students’ strategies and skills to be successful when integrated into the regular classroom

Requirements for Placement in Mild Intellectual Disabilities Program:

student has been identified by IPRC as Mild Intellectual Disability

student has received minimum of one year of intensive Special Education Resource Support

Educational Assessment showing significant academic delays based on current classroom assessments consistent with a mild intellectual disability

(35)

Placement in Developmental Disabilities Program

Programs are available at the primary, junior, intermediate (may be combined) and secondary levels

integration is based on individual situations

secondary level is a non-credit granting program that incorporates a work experience/community involvement component

Purpose of Class:

to provide a functional curriculum to develop social skills, life skills, communication skills, as well as, functional reading, writing and mathematics, as suitable

At the Secondary Level:

to provide programming that places an emphasis on community, volunteer opportunities and work experiences (School, Community, and Work Transition Program)

Requirements for Placement Developmental Disabilities Program:

student has been identified by IPRC as Developmental Disability (or alternate requiring developmental programming)

Educational Assessment showing achievement consistent with a developmental disability

placement levels: Students move to the next level according to their age o Primary/Junior to Intermediate: year students turn 12 (for schools with

primary/junior classes)

o Intermediate to Secondary: year students turn 14 o Graduate from the program: year students turn 21

Placement in the Gifted Program

grades 4-8

some classes are multi-grade depending on enrolment Purpose of Class:

to provide program extensions in breadth and depth based on grade level curriculum

Requirements for Placement:

student has been identified by IPRC as Gifted

Canadian Cognitive Assessment Test score or Psychological Assessment at 98th percentile and above

Educational Assessment showing achievement at grade level or beyond in writing and mathematics and reading ability at or above two grade levels beyond current grade

(36)

Other Specialized Supports

Placements for Students Who Are Deaf or Hard of Hearing

A range of placements is available for students in the Upper Grand District School Board who are deaf or hard of hearing. Decisions about placement and the amount of support are centred on the student’s individual strengths and needs with input from parents and ongoing assessments.

1. The first option, that is considered, is the placement in a regular class at the community school. Students may receive the support of an Itinerant Teacher of the Deaf and Hard of Hearing, a Resource Teacher, and other professionals such as a Speech-Language Pathologist or a Sign Language Interpreter. 2. Students who are deaf or hard of hearing may also be placed in a special

education class, as appropriate, and receive consultation from an Itinerant Teacher of the Deaf and Hard of Hearing and a Speech-Language Pathologist. 3. Students who use American Sign Language as their first language may attend

the Ernest C. Drury School for the Deaf in Milton, Ontario as a day or residential student, if the placement is appropriate. Transportation is provided by Upper Grand District School Board.

Placements for Students Who Are Blind or Visually Impaired

The most appropriate and enabling educational placement for students who are blind, deaf/blind or visually impaired is based on the individual needs of the student as determined through ongoing assessment.

1. The first option that is considered is the placement in a regular class at the community school. Students who are blind, deaf/blind or visually impaired may receive the support of an Itinerant Teacher of the Blind and Visually Impaired, a Deaf/Blind Intervener, a Resource Teacher and other professionals as required. 2. Students who are blind, deaf/blind or visually impaired may be placed in a special

education class, as appropriate, and receive the support of an Itinerant Teacher of the Blind and Visually Impaired and other professionals as required.

3. Students who are blind, deaf/blind or visually impaired may attend The W. Ross MacDonald School in Brantford, if the placement is appropriate, as a day or residential student. Transportation is provided by the UGDSB.

(37)

Supports for Students with Autism Spectrum Disorder

Elementary students with autism spectrum disorder (ASD) who are placed in a regular class with resource support receive this support in their home community school. At the secondary level, students with ASD in applied or academic courses attend their local secondary school. Some secondary students with ASD may require courses at the essential level that are not available in their local secondary school so another school in the community may be considered. Resources and professional development are available to classroom teachers, resource teachers and educational assistants to promote evidence-based practices. These practices are described in Policy and

Program Memorandum 140, and supported by the ASD Outreach Program and the ABA Facilitator.

Supports for Students with Learning Disabilities

Students with learning disabilities are usually placed in regular classrooms with some support from the Special Education Resource Teacher at the school. Additional support is provided to regions of the school board by Itinerant Technology Resource Teachers. These teachers travel between schools and work with targeted students in grades 4-6 who have been diagnosed with a learning disability and have benefitted from the use of technology. A key focus of Itinerant Technology Resource Teachers is in supporting students to become independent users of assistive technology in order to further develop their literacy and numeracy skills.

General Timelines: Special Education Class Placement Procedures

Fall Term

All In-School Teams (IST), in conjunction with their Consultant Support Teams (CST) based on criteria provided, decide which students should be referred to the System Placement Committee for consideration for system placement. The CST reviews students presently in system placements who should continue to be considered for system placements in the following September.

November/December

In-School Teams, in conjunction with students’ parents, prepare System

Placement Referral packages for Learning Disability, Mild Intellectual Disability, Developmental Disability, and Gifted students to be submitted to Special

Education Services by late December.

Students may be considered for placement at each grade level that the class includes (e.g. Junior Learning Disabilities Classes Grades 4-6, students may start at Grade, 4, 5 or 6).

(38)

January/February

System Placement Committee finalizes all student placement decisions and notifies all referring schools.

Schools notify parents of the IPRC meeting 10 days before the meeting date, and forward the ―Parent Guide to Special Education‖ pamphlet to them.

March to June

IPRC meetings are conducted to make system placement decisions.

Minutes detailing the IPRC decision regarding exceptionality and placement are forwarded to the parents.

Schools forward a signed copy of each IPRC minute form to the Special Education Department and notify the Special Education Department of any students whose parents decline a system special class placement.

(39)

Individual Education Plans (IEP)

What is an Individual Education Plan (IEP)?

An IEP is:

a written plan describing the special education program and/or services required by a student based on assessments that show the student’s strengths and needs that affect the ability to learn

a description of the key features of the program and/or services; not a daily plan or outline of everything that will be taught to the student

The special education program may have:

accommodations to help the student achieve the grade level curriculum expectations

modifications from the expectations for the grade level in a particular subject or course

alternative expectations, if required, in program areas not represented in the Ontario curriculum

Why develop an IEP?

Students with special needs often need specific education supports to be successful in school. An IEP may be developed for a student 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, such as specialized equipment

What must be included in the IEP?

• students’ strengths and needs according to assessment

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

• specific educational expectations, teaching strategies and assessment methods

for modified and alternative curriculum

• ABA methods are incorporated into IEPs of students with ASD, where appropriate

• transition plan for students with ASD which may include: entry to school, transition between activities and settings or classrooms, transitions between grades

• a transition plan considering the physical, emotional, and learning needs of the student to support major transitions (e.g. grade to grade, school to school) and/or those during the school day (e.g. recess to class, activity to activity)

• if the student has not particular need of support during transitions beyond what is provided to all students, the transition plan should state that no actions are

required, with the need for a specific transition plan being reviewed in an ongoing basis