Special Education Plan 2015

Updated July 31, 2015

Serving Our Students, Schools, and Their Communities This document has been reviewed for equity.

Special Education and Section Programs 5050 Yonge Street, Toronto, Ontario, M2N 5N8

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TDSB Special Education Plan – Introduction ………………………………………………… 7

TDSB Vision and Model for Special Education………………………………………………. 8 Vision for Special Education…………………………………………………………………………………………… 8 Moving Towards Greater Inclusion…………………………………………………………………………………… 8 Anticipated Benefits for ALL Students………………………………………………………………………………... 9 Model for Special Education…………………………………………………………………………………………… 9

Accessibility………………………………………………………………………………………… 11 TDSB Accessibility Committee and Working Group ……………………………………………………………..… 11 Accessibility for Ontarians with Disabilities Act, 2005 (AODA)……………………………………………………. 11 Accessibility Capital Spending Committee………………………………………………………………………….. 12 TDSB Barrier Free Committee………………………………………………………………………………………… 12 Special Education Accessibility Grant………………………………………………………………………………... 13

Assessment ………………………………………………………………………………………… 14 Individual Assessments – Purpose and Goals………………………………………………………………………. 14 Standards for the Provision of Individual Assessments…………………………………………………………….. 15 Sharing Assessment Information……………………………………………………………………………………… 15 Types of Assessments…………………………………………………………………………………………………. 16

Educational Assessment…………………………………………………………………………………………….. 16 Diagnostic Assessment ………………………...…………………………………………………………………… 16

PPM155 – Diagnostic Assessment in Support of Student Learning…………………………………………. 16 Occupational Therapy and Physiotherapy Assessments………………………………………………………… 18 Psychological Assessments………………………………………………………………………………………… 20 Social Work Assessments…………………………………………………………………………………………… 21 Speech and Language Assessments………………………………………………………………………………. 22

Consultation………………………………………………………………………………………… 23

Consultation with SEAC………………………………………………………………………………………………… 23 Summary of SEAC Consultation Input……………………………………………………………………………….. 23 SEAC Input on Policies and Procedures…………………………………………………………………………….. 25 Broader SEAC Consultation…………………………………………………………………………………………… 26 Parent/Community Input……………………………………………………………………………………………...... 26

Continuum of TDSB Supports, Programs and Services……………………………………. 27

Special Education Program Supports and Related Services……………………………………………………… 27 Accessing Special Education Programs and Services………………………………………………………….…… 27 Identifying and Meeting the Needs of Pupils Who May Be “Exceptional”……………..…………………………… 28 Identification, Placement, and Review Committee (IPRC)…………………………………………………………. 29 IPRC Placement Options………………………………………………………………………………………………. 29 Community-Based Resource Model (CBRM)……………………………………………………………………….. 30

Methods and Resource Support (MART)………………………………………………………………………….. 31 Resource Program…………………………………………………………………………………………………… 31 Home School Program (HSP)………………………………………………………………………………………. 31

Secondary School Special Education Support………………………………………………………………………. 32 Secondary Resource Program (RSE)……………………………………………………………………………… 32 Secondary Learning Strategies (GLE) Courses for Students on an IEP………………………………………. 32 Focus On Success (FOS) Program………………………………………………………………………………… 32

Early and On-Going Identification and Intervention……..…………………………………… 33 Implementation………………………………………………………………………………………………………….. 33

Special Education Plan – Table of Contents

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Process and Procedures………………………………………………………………………………………………. 33 Early Planning for Students with Special Needs…………………………………………………………………….. 34 Entry Plan for Students with Special Needs (Chart)………………………………………………………………… 35

Early Years Intervention Programs……………………………………………………………... 37 Diagnostic Kindergarten……………………………………………………………………………………………...... 38 Kindergarten Intervention Program (KIP)…………………………………………………………………………….. 39 Kindergarten Early Language Intervention (KELI) Program……………………………………………………….. 40

Exceptionalities – Identification Criteria and Intensive Support Programming………… 41 Ministry of Education Definitions………………………………………………………………………………………. 41 Ministry of Education Categories of Exceptionality………………………………………………………………..... 41 TDSB Congregated.. Intensive Support Programs (ISP)………………………………………………………….. 42 Behaviour Exceptionality………………………………………………………………………………………………. 43 Communication Exceptionalities

Autism…………………………………………………………………………………………………………………. 45 Learning Disability……………………………………………………………………………………………………. 47 Language Impairment……………………………………………………………………………………………….. 49 Speech Impairment………………………………………………………………………………………………...... 50 Deaf and Hard-of-Hearing…………………………………………………………………………………………… 51

Intellectual Exceptionalities Developmental Disability…………………………………………………………………………………………….. 53 Giftedness…………………………………………………………………………………………………………...... 55 Mild Intellectual Disability……………………………………………………………………………………………. 58

Multiple Exceptionalities……………………………………………………………………………………………...... 61 Physical Exceptionalities

Blind/Low Vision……………………………………………………………………………………………………… 62 Physical Exceptionality………………………………………………………………………………………………. 64

Identification, Placement and Review Committee (IPRC) Process – Reg. 181/98……… 66 In-School Support Team (IST) and School Support Team (SST)………………………….. 70

Individual Education Plan (IEP)………………………………………………………………….. 74 Transition Planning……………………………………………………………………………………………………... 78

Ministry of Education – Special Education Roles and Responsibilities…………………. 80 Ministry of Education – Provincial and Demonstration Schools………………………….. 83 Partnerships – Coordination of Services with Other Ministries and Agencies…………. 85

PPM No 149…………………………………………………………………………………………………………….. 85 TDSB Early Intervention Initiatives……………………………………………………………………………………. 85 Kindergarten Early Language Intervention (KELI)………………………………………………………………...... 85 Toronto Partner Autism Services (TPAS)……………………………………………………………………………. 86 Connections: Supporting Seamless Transitions for Students with ASD………………………………………….. 86 Transitions from Toronto Pre-School Speech and Language Services (TPSLS)……………………………...... 86 External Partnerships (Chart)…………………………………………………………………………………………. 88

Professional Learning…………………………………………………………………………….. 90 Safety – Management of Risk-of-Injury Behaviours…………………………………………. 93

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Special Education Advisory Committee (SEAC)……………………………………………... 94 Role of SEAC……………………………………………………………………………………………………………. 94 Meeting Dates and Times……………………………………………………………………………………………… 94 Membership and Member Selection………………………………………………………………………………….. 95 Communication with SEAC……………………………………………………………………………………………. 96 Representatives and Contact Information (Charts)…………………………………………………………………. 97

Special Education Program Recommendation Committee (SEPRC)…………………….. 100

Special Education Regional Support Services…………………………………………………………. 103 Requesting Regional Support Services………………………………………………………………………………. 103 Blind/Low Vision Itinerant Support………………………………………………………………………………........ 103 Deaf/Hard of Hearing Itinerant Support………………………………………………………………………………. 103 Low-Incidence Referrals……………………………………………………………………………………………….. 103 Regional Autism Spectrum Disorder (ASD) Team………………………………………………………………….. 104

TDSB/Surrey Place Centre Partnership (School Support Program)…………………………………………… 104 Behaviour Regional Services (BRS) Team………………………………………………………………………...... 105

Special Education – Section 23 Programs…………………………………………………….. 107 Section 23 Program Resources……………………………………………………………………………………….. 108

Special Education – Staff Allocation Process………………………………………………… 109 Background……………………………………………………………………………………………………………… 109 Opening a New Intensive Support Program (ISP) in a School……………………………………………………. 109 Moving an Intensive Support Program from one School to Another……………………………………………… 109 Closing an Intensive Support Program………………………………………………………………………………. 109 Special Education Staff Allocation for 2015-2016…………………………………………………………………... 110 Allocation of Special Education Support Staff ……………...………………………………………………………. 111 Placement of Staff in Special Education Programs………………………………………………………………… 112 Staff Allocation for 2015-2016 (Chart)………………………………………………………………………………... 113

Special Equipment Amount (SEA)………………………………………………………………. 115 Special Incidence Portion (SIP)………………………………………………………………….. 116 Specialized Health Support Services……………………………………………………..…… 117

PPM No 81 Provision of Health Support Services in School Settings……………………………………………. 117 Catheterization and Suctioning……………………………………………………………………………………...... 118 Model of Provision of Specialized Health Support Services (Charts)…………………………………………...... 119

Staff Organization and Responsibilities – Special Education and Section 23………….. 122 Department Administrative Structure…………………………………………………………………………………. 122 Roles and Responsibilities…………………………………………………………………………………………….. 123

Executive Superintendent and Coordinating Superintendents…………………………………………………. 123 Principals……………………………………………………………………………………………………………… 125 Vice Principals………………………………………………………………………………………………………… 127 Coordinators…………………………………………………………………………………………………………... 129 Consultants……………………………………………………………………………………………………………. 134 Special Education Itinerant Teachers……………………………………………………………………………… 137 School-Based Special Education Teaching Staff 139 Paraprofessional Support Staff…………………………………………………………………………………....... 142

Staff Organization and Responsibilities – Student Support Services and Care.………. 143

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Department Administrative Structure…………………………………………………………………………………. 143 Roles and Responsibilities…………………………………………………………………………………………….. 144

Executive Superintendent…………………………………………………………………………………………… 144 Senior Manager of Professional Support Services……………………………………………………………...... 145 Child and Youth Services Staff…………………………………………………………………………………....... 145 Occupational Therapy and Physiotherapy Services Staff……………………………………………………….. 146 Psychological Services Staff……………………………………………………………………………………....... 148 Social Work and Attendance Services Staff………………………………………………………………………. 149 Speech-Language Pathology Services Staff……………………………………………………………………… 151

Transportation……………………………………………………………………………………… 152 Method of Transportation Service…………………………………………………………………………………….. 152 Requirements and Responsibilities………………………………………………………………………………....... 153 Cancellation of Service Due to Inclement Weather………………………………………………………………… 156 September Start Up……………………………………………………………………………………………………. 156 Transportation Safety………………………………………………………………………………………………...... 156 Appeal Process…………………………………………………………………………………………………………. 157 Transportation Company Contact Information………………………………………………………………………. 157

Appendices………………………………………………………………………………………….. 159 Appendix A: Guide to Special Education for Parents/Guardians…………………………. 161

Appendix B: Individual Education Plan……………………………………………………….. 169

Appendix C: Forms

(1) Informed Consent for the Release of Confidential Information…………….............................................. 175 (2) Occupational Therapy & Physiotherapy Service Screening Checklist and Referral Form………………. 179 (3) ASD Team Services Referral Form……………………………………………………………………………. 183 (4) Individual Learning Profile – Elementary……………………………………………………………………… 185 (5) Individual Learning Profile – Secondary………………………………………………………………………. 191 (6) Behaviour Regional Services Consent Form…………………………………………………………………. 197 (7) Developmental History Form…………………………………………………………………………………… 199 (8) Professional Support Services Referral Form………………………………………………………………... 203

Appendix D: TDSB Early and Ongoing Identification Procedure (EOID)………………… 205

Appendix E: Glossary of Terms (TDSB).............................................................................. 209

Appendix F: Special Education Acronyms......................................................................... 213 Appendix G: Resources........................................................................................................ 217 Appendix H: Special Education Related Websites............................................................. 219 Appendix I: PPM 155 – TDSB Approved List of Diagnostic Assessment Tools………... 223 Appendix J: External Partnerships

(1) PR 578 External Partnerships - Supplemental Student Services………………………………………........ 225 (2) PPM 149: Protocol for Partnerships with External Agencies for Provision of Services by Regulated

Health Professionals, Regulated Social Services Professionals and Paraprofessionals……………………… 233

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TDSB Special Education Plan – Introduction Each school board is required 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 pupils and to submit any amendment(s) to the Ministry for review each year. (Regulation 306 – amended)

The mission of the Toronto District School Board (TDSB) extends to our students with special education needs.

In developing the TDSB Special Education Plan we adhere to the TDSB Mission and Values Statements. Our Special Education Plan encompasses a vision which is student-focused and which recognizes the unique characteristics and linguistic, cultural, and racial diversity of Toronto schools and communities. Along with funding from the Ministry of Education, the Board’s commitment to the development, implementation, and consistent provision of effective special education programs and services. 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, including students with additional social-emotional, physical, developmental, or learning needs. Special Education is also included in the TDSB Board Improvement Plan for Student Achievement and the Director’s four-year action plan, the Years of Action 2013-2017.

TDSB Mission Is to enable all students to reach high levels of achievement and to acquire the knowledge, skills, and values they need to become responsible members of a democratic society.

We value:

• Each and every student • A strong public education system • A partnership of students, schools, family, and community • The uniqueness and diversity of our students and our community • The commitment and skills of our staff • Equity, innovation, accountability, and accessibility • Learning environments that are safe, nurturing, positive, and respectful

Every effort has been made to ensure that the TDSB Special Education Plan complies with all legislation governing its content, including: the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, the Education Act and Regulations made under the Act and any other relevant legislation.

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TDSB Vision and Model for Special Education Vision for Special Education Fairness, equity and inclusion are essential principles of the TDSB school system and these principles are integrated into Special Education policies, program operations and practices. Fairness and equity refers to equitable access to programs, services and appropriate resources as much as possible in home schools. Inclusion is an attitude and practice that is shaped by every student’s need and right to belong within one’s home school community. Inclusionary Education is the belief that all students in a community, including those students with special learning needs, should receive their education to the fullest extent possible in the local community. This aligns not only with the Convention on the Rights of Persons with Disabilities (2006), but also with Ontario Regulation 181/98 S17 (1) which guides IPRC decision-making around regular class placement for exceptional students. Inclusion is not simply the physical placement of a student within a mainstream classroom, but is a multi-pronged approach that includes integrated support, differentiated and responsive instruction, dynamic attention and intervention to classroom climate as well as the active removal of attitudinal barriers.

The Vision of the Toronto District School Board’s Special Education Plan is that students identified with exceptionalities be welcomed, included, and supported within well-resourced neighbourhood schools. We are committed to ensuring that students with special education needs will be provided with the most supportive and inclusive environment possible for learning.

This Vision includes a commitment on the part of the TDSB to make, where possible, facilities fully accessible to students, families, staff, and communities. 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 distributed throughout the District. Finally, collaboration and problem solving among school personnel, parents/guardians and students are viewed as integral to the development of effective interventions. 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 other departments of the Board.

Moving Towards Greater Inclusion A regular review of the TDSB Special Education Plan provides opportunities to evaluate current practices and apply new understanding about supporting students with special education needs. We know that 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 and limiting perspectives on abilities and

disabilities

Recent research around special education pedagogy has supported adopting inclusive education models in both school structures and service delivery. TDSB Organizational Development/Research & Information Services carried out a review of research called “A Case for Inclusive Education” (Parekh, 2013). Its conclusions note that the evidence from international studies is mixed but generally positive, and suggests that adopting a more inclusive model can maintain or improve academic outcomes for students with special education needs, with no negative impacts on more typically developing students.

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Anticipated Benefits for ALL Students Research findings report positive benefits from inclusion for all students in the classroom:

• A more welcoming, positive school environment • Higher academic expectations • Increased collaboration and participation • Access to a wider range of school resources • Shared learning opportunities • Increased social network and greater opportunities for friendships • Increased safety through reduced isolation • Readiness for inclusion beyond school

It is important to note, however, that international research does not conclude that inclusion works best for every student, all the time. Learning strategies and approaches to instruction are critical pieces in facilitating greater inclusion in special education. Approaches to inclusive education are shaped by student need, as opposed to a student’s identification of exceptionality, since students sharing a single exceptionality identification may have vastly different needs. Consequently, an inclusionary model also recognizes the fact that some students have complex needs that from time to time may require more intensive support. While placement in a regular class, with appropriate special education services is always the first consideration for support, the goal is to determine the most appropriate learning environment to maximize the individual student’s potential. Placement in a special class or school may still be considered when an IPRC determines that a child’s complex needs can be met with a greater degree of safety or success in a specialized learning environment, with a small pupil teacher ratio and opportunity for increased individualized attention.

Model for Special Education Special Education decision-making will continue to be guided by the following principles:

• All students, their families, and the staff who support them have the right to be treated with respect

• All students have the right to a program developed in response to their strengths and needs

• All students have the right to a range of placements, programs, and services to meet their individual requirement, in their neighbourhood or Family of Schools, wherever possible

• All students 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 students

At the same time, we will be examining ways in which TDSB can apply those inclusionary practices found to be of the greatest benefit in creating the most supportive learning environment for our learners. Noted Canadian educator George Dei (2006) stated that inclusion is not bringing people into what already exists; it is making a new space, a better space for everyone. This kind of transformation is a tremendous challenge given the size of the TDSB and current economic conditions. This endeavour will take time and the efforts of all stakeholders.

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An inclusionary model presupposes the following:

• It is built on a foundation of excellence – Continuously striving for the exemplary delivery of programs and services, within the framework of a student-focused vision, which recognizes the unique characteristics of our learners and the linguistic, cultural and racial diversity of our schools and communities.

• It meets individual needs – All students are diverse learners, each with individual strengths, needs and learning styles. Student needs are addressed by pedagogical strategies and interventions designed to focus on individual learning characteristics, progress, and success.

• It identifies and eliminates barriers – 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.

• It promotes a sense of belonging – The school and community celebrate, value and share ownership in the education of the community’s students, both at the elementary and secondary levels.

• It involves the broad community – Resources of the school, Family of Schools, Special Education, and the community are made available to support the child.

• It builds on and enhances previous and existing initiatives – student learning is supported through curriculum, research-based teaching strategies, differentiated instruction, as well as accessible and supportive learning environments that promote opportunities for students.

• It is demonstrated throughout the system – All school staff 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 and every child.

Over the next five years, we will continue to explore ways of transitioning towards greater inclusion in special education program and service delivery. Any changes to our special education delivery model will be implemented thoughtfully, based on extensive research, an understanding of best practices, and with a consistent focus on student achievement and well-being. We continue to value active and meaningful collaboration with all stakeholders. There will be extensive and ongoing consultation on these changes with students, parents, staff, trustees and community members, including the Special Education Advisory Committee (SEAC), Toronto School Administrators Association (TSAA) and other community and staff stakeholders.

We believe that moving to greater inclusion will provide all students with the most enabling learning environment for both academic and social success. Going forward, we remain committed to ensuring that the learning needs of all students, including those identified with special education needs, are met in the most equitable, supportive and inclusionary environment possible.

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Accessibility

The Toronto District School Board (TDSB) is committed to maintaining a learning and working environment which actively promotes and supports human rights and accessibility for persons with disabilities. We are committed to actively removing barriers so that all members of our community can fully participate in TDSB activities.

TDSB Accessibility Committee and Working Group In 2003–2004, the TDSB Accessibility Working Group, an inter-departmental and multi-stakeholder group, with representation from external agencies that advocate on behalf of persons with disabilities (including Easter Seals and Community Living Toronto) was established. In 2004, the Work Group developed a voluntary online information survey, in association with the Research and Information Services Department of the Board, to assist in identifying disabilities and barriers to those with disabilities. This initial survey was completed by school administrators and central/site administrative staff. The survey questions concerned the types of disabilities of staff and students, as well as barriers that are encountered by students and staff, and invited suggestions that would further assist the Board in overcoming these barriers.

The data revealed that there was a broad range of disabilities for which the TDSB must provide services, beyond the issues of accessibility for wheelchair users. The associated high costs and severely limited funding has created challenges for moving forward in upgrading facilities for barrier-free accessibility. Services to support students with many of the identified disabilities are being delivered by Special Education and Support Services programs.

Accessibility for Ontarians with Disabilities Act, 2005 (AODA) The goal of the AODA is to have an accessible Ontario by 2025. Accessibility is to be achieved through implementation of accessibility standards in the following areas:

• Customer Service • Built Environment • Employment • Information and Communications

The TDSB Standards for Customer Service were developed and approved, with compliance by January 2010. More recently, Policy PO83 – Accessibility for Persons with Disabilities established the framework for the Board's compliance with the Accessibility for Ontarians with Disabilities Act, 2005 (AODA). It can be found at the following link:

http://www.tdsb.on.ca/AboutUs/Policies,ProceduresForms/Detail.aspx?docId=1854

The TDSB Accessibility Committee and Working Group continue to work together to prioritize initiatives for AODA compliance and to inform all stakeholders. This group has created an online portal that provides all information pertaining to the AODA at the TDSB (i.e., Multi-Year Accessibility Plan, resources, policies and procedures). This page is accessible via a shortened, direct link www.tdsb.on.ca/Accessibility and a permanent icon, the international symbol for disability – a wheelchair, on the footer of every single webpage on the public website.

For staff-specific resources, an accessibility webpage has been created on TDSBweb. This provides links to training guides, resources, policies and procedures.

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Accessibility Capital Spending Committee A new subcommittee of the TDSB Accessibility Working Group, the “Accessibility Capital Spending Committee” has been created, with the following mandate:

To act as stewards for the Board, with limited funds, to improve accessibility for school, community, services in the TDSB.

In addressing this mandate, the Committee has developed a strategy:

• Prioritize the needs within the system by developing envelopes of need, such as: for changes/upgrades to designated sites as required for issues identified by the Barrier Free Committee for emerging projects requiring attention, and possibly for unforeseen items arising (these costs could also be included in the other three envelopes as

contingency)

• Determine how much will be allocated to each envelope of need

• Begin repairs/upgrades in designated schools

TDSB Barrier Free Committee The work of the TDSB Barrier Free Committee, comprised of Special Education and Facilities Services staff, is ongoing addressing the need for equitable access for students with physical disabilities and working toward AODA compliance. It established a process for prioritizing the needs of the system, using the following set of objectives for the provision of cost-effective, barrier-free access for students with a physical disability:

• Provide designated sites, throughout TDSB, where resources and related staff development opportunities may be concentrated

• Facilitate, at the designated sites, partnering with services and/or agencies such as School Health Support Services as a means of maximizing support for students

• Provide specialized equipment, not funded by SEA, to schools identified as designated sites

• Instill in students and staff the expectations that students with a physical disability will be supported and integrated into the regular curricular and co-curricular program, whenever appropriate, at designated sites. This support would be provided through staff development programs

• Designate special secondary schools be barrier free

• Make funds available for barrier-free access to eventually bring designated sites as close to “A+” classification as possible

It also established a Barrier Free Classification Rating that was used by staff from Facilities Services to determine estimated ratings for schools. The following were considered in selecting designated sites:

• Existing accessible buildings • Potential for accessibility, given the limited funds for barrier-free renovations • Equity of access throughout TDSB to accommodate elementary and secondary students • Preference for single K–8 settings over separate primary/junior and middle school settings

The resulting elementary and secondary designated sites are located throughout TDSB. The Special Education Advisory Committee endorsed the recommended schools as designated sites for barrier-free access for students with a physical disability. All barrier-free requests from designated sites continue to be submitted to the committee for consideration. Consideration of the barrier-free requirements for all special education congregated programs is a factor when planning intensive support program locations.

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Special Education Accessibility Grant

Ninety-two projects were undertaken by Facilities Services to improve accessibility to TDSB schools. These included barrier-free renovations, installation of barrier-free washrooms, power-operated doors, ramps, lifts/barrier-free elevators, provision of safe refuge areas, Snoezelen Room, upgrading a playground and wheelchair drop-off areas. This grant has been fully expended and new barrier-free projects identified as priorities must be funded through the Renewal Grant, which supports facility condition projects across the board. Projects waiting for completion or newly identified projects will be reviewed for funding through the Accessibility Capital Spending Committee as of September 2015.

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Assessment Individual Assessments – Purpose and Goals The primary purpose of student assessment and evaluation is to improve learning. Assessment has the greatest potential to improve student learning when it is an integral part of all classroom activities and when it is used to identify students’ strengths and weaknesses to outline the next steps for learning. It should never be an end unto itself, but, rather, the means to improve teaching and learning.

Some students, in spite of accommodations and modifications to their program, experience difficulty meeting the academic and/or behavioural expectations of the school environment. Their needs as learners can best be understood and addressed through a detailed, standardized individual assessment.

Individual assessments are offered by a range of qualified professionals—psychologists, psychological associates, social workers, speech-language pathologists, occupational therapists, and physiotherapists (all members of regulated professional colleges).

An assessment provides an accurate baseline for tracking future development and academic progress, can provide necessary information for formal identification at an IPRC, if that becomes necessary. Individual assessments typically include classroom observation and can focus on a student’s academic skills (using standardized assessment instruments such as the WIAT-III or the KTEA-3), cognitive levels (using instruments such as the WISC-IV, the WISC-V, the KABC-II, the SB-V, or the WJ-III), social-adaptive skills (using clinical observation and/or standardized instruments such as the BASC-3 or ABAS-II or 3), sensory motor skills (using instruments such as the Beery VMI), and/or communication skills (using clinical observation and standardized instruments such as the CELF-4 or PLS-4), according to the concerns indicated. Assessment findings provide information relevant to the requirements of IPRCs and for classroom programming, IEPs, and the Provincial Report Card.

Community diversity makes it essential that students and their families be sensitively involved in any assessment process. Close collaboration between assessment professionals and persons familiar with particular languages and cultures is integral to achieving this goal.

The TDSB provides equitable practices in individual assessment by ensuring that assessments meet professional standards of reliability, validity, fairness, and consistency, and are aligned with the Ontario Curriculum expectations.

It is recommended that Board-based professionals provide assessment services because of their understanding of and ability to work within the school environment and through School Support Teams. Parents/Guardians may supply a report from an outside, qualified professional for consideration by the Board.

Tests cited above

ABAS-II Adaptive Behaviour Assessment System, 2nd Edition ABAS-3 Adaptive Behaviour Assessment System, 3rd Edition BASC-3 Behaviour Assessment System for Children, 2nd Edition Beery VMI Beery-Buktenica Visual Motor Integration Test CELF-4 Clinical Evaluation of Language Fundamentals, 4th Edition KABC-II Kaufman Assessment Battery for Children, 2nd Edition KTEA-3 Kaufman Test of Educational Achievement, 2nd Edition PLS-4 Preschool Language Scale, 4th Edition SB-V Stanford-Binet Intelligence Scale, 5th Edition WIAT-III Wechsler Individual Achievement Test, 2nd Edition WISC-IV Wechsler Intelligence Scale for Children, 4th Edition WISC-V Wechsler Intelligence Scale for Children, 5th Edition WJ-III Woodcock-Johnson Test of Cognitive Abilities, 3rd Edition

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Standards for the Provision of Individual Assessments

The School Support Team (SST) discusses a student’s needs and if appropriate, makes a recommendation for an individual assessment. This kind of recommendation requires the agreement of parents/guardians or qualifying student (of age and has the cognitive capacity to understand). The SST also considers requests for assessments from parents/guardians, qualifying students (as outlined above) or outside agencies.

With the exception of special education teachers, all other professionals require informed consent from the parents/guardians or qualifying student, in order to initiate an individual assessment. A Professional Support Services Referral Form must be signed by the appropriate authorizing party (parents/guardians or qualifying student). This written permission must be obtained for the referral to be initiated and can be completed either at or following the SST. It gives permission for the professional to contact the parents/guardians or qualifying student, to seek informed consent, before any assessment begins. This is required to ensure shared understanding of the reasons for the assessment, the nature of the assessment, the risks and benefits of the assessment, and possible outcomes of the assessment. Issues of where and how the record will be stored and the limits to confidentiality are also outlined. The informed consent process can be found in Appendix C (1).

Throughout the assessment process, parents/guardians or qualifying student are involved and at the conclusion, they are offered verbal and written feedback about the assessment findings. A cultural or communication facilitator will be offered where necessary. Written reports are provided to the parents/guardians or qualifying student, at or close to the time of any verbal feedback.

Sharing Assessment Information The Personal Health Information Protection Act (PHIPA) requires that Professional Support Services staff (Psychology, Social Work, Speech-Language Pathology, and Occupational and Physiotherapy) receive explicit written or verbal consent from parents/guardians or student, who is of age and has the cognitive capacity to understand, to share information that they collect with school staff (e.g., educational assistants, teachers, principals). This permission is discussed during the informed consent process. [See Appendix C (1)]

The sharing of assessment findings or information with persons outside of the school board will only occur with the expressed written permission of the parents/guardians, or qualifying student, except as required by law. Further information about the privacy rights of parents/guardians is detailed in a PHIPA Privacy Statement, which is posted on the Board’s public website under Professional Support Services at: http://www.tdsb.on.ca/AboutUs/ProfessionalSupportServices/PrivacyStatement.aspx

Finally, the TDSB Records Management policy (PR. 677 BUS) states that Support Services professional files are retained for a minimum of ten years after graduation age (which in most cases is either 18 or 21). This requirement is in accordance with professional guidelines.

Students who are referred for an assessment are often seen within the school year in which the request is made. Referrals not seen by the conclusion of the school year will be prioritized on a wait list for assessment in the following school year. A variety of factors, such as length of time on the wait list, nature of the referral question, age of the student and urgency for assessment results, will be used to prioritize referrals on the wait list. The average wait time for a psychological assessment once a referral has been initiated is typically less than one year and for a speech-language pathology assessment, approximately two to six months.

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Types of Assessment

Educational Assessments Academic and functional assessments are administered by school personnel to determine the progress a student is making in the school program.

Diagnostic Assessment Diagnostic assessment provides information that is “…used by teachers and students to determine what students already know and can do with respect to the knowledge and skills identified in the overall and specific expectations”. (Growing Success, p. 31) This kind of assessment is used to inform the development, implementation and review of Individual Education Plans.

“Diagnostic assessment” is defined as:

“…assessment that is used to identify a student’s needs and abilities and the student’s readiness to acquire the knowledge and skills outlined in the curriculum expectations. Diagnostic assessment usually takes place at the start of a school year, term, semester, or teaching unit. It is a key tool used by teachers in planning instruction and setting appropriate learning goals”. (Growing Success, p.146)

PPM No. 155: Diagnostic Assessment in Support of Student Learning The Ministry of Education released Policy Program Memorandum No. 155: Diagnostic Assessment in Support of Student Learning to outline how diagnostic assessment tools may be used effectively to inform teaching and learning practices in the classroom, in support of student achievement. PPM 155 stipulates that teachers, principals, and school board staff share a collective responsibility and accountability for student achievement and that successful implementation depends on the “professional judgment” of educators.

Growing Success defines professional judgment as follows:

“Judgment that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning. In professional practice, judgment involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction.” (p. 152)

PPM 155 does not apply to the following types of assessment:

1. Special education assessments: These include educational and/or professional assessments conducted to include students with special education needs, to determine the special education programs and/or services required by these students, and/or to support decisions related to such programs or services. (Growing Success Policy Chapter 7 pages 69-74)

2. Large-scale assessments such as: • EQAO – Grade 3, 6, 9 and OSSLT • Program for International Student Assessment (PISA) • Trends in International Mathematics and Science Study (TIMSS) • Progress in International Reading Literacy Study (PIRL) • Pan-Canadian Assessment Program (PCAP) • Other Ministry-mandated assessments

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PPM155 – Collective Responsibilities of Boards, Principals and Teachers

Boards: • Collect through the use of quality diagnostic assessment tools, valid and reliable data and

information on student achievement • Establish and provide a list of approved diagnostic assessment tools that are consistent with their

board plans for improving student learning and achievement • Will consider the criteria for selection of diagnostic assessment tools • Continue to periodically review and update, where necessary, the approved list of diagnostic

assessment tools • Collaborate to develop a common understanding of the planning process and the need for student

data and information that can inform actions taken to improve student learning

Principals: • Ensure a consistent and continuous school-wide focus on student learning • Provide leadership when working in collaboration with teachers to gather information about students’

learning in support of school and board improvement plans for student achievement

Teachers: • Will use their professional judgment, as defined in Growing Success, when selecting and using

diagnostic assessment tools • Must utilize diagnostic assessment during the school year, selecting tools from the board’s approved

list • In selecting and using diagnostic assessment tools from the board’s list, shall determine the

following: The diagnostic assessment tools that are applicable Which student(s) will be assessed (individual student, small group, or whole class) The frequency of use of the diagnostic assessment tools The appropriate timing of the use of the diagnostic assessment tools

See Appendix I for a chart of TDSB Approved Diagnostic Assessment Tools in support of student learning. As required, these tools are consistent with TDSB board plans for improving student learning and achievement.

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Occupational Therapy and Physiotherapy Assessments

Occupational Therapy and Physiotherapy (OT/PT) Services primarily support students in Low Incidence (Developmental Disability and Physical Disability) programs and in Diagnostic Kindergarten Programs, through the Kindergarten, Education, Early Intervention and Prevention (KEEP) Program. Additionally, OT/PT Services provide Intake, Environmental Safety and Special Equipment Amount (SEA) assessments and reports for students in community schools, as appropriate. All other referrals are made to Community Care Access Centres (CCAC).

Occupational Therapy and Physiotherapy assessments are provided for students according to prioritized needs and as determined by the School Support Team. These assessments are conducted under the Regulated Health Professions Act (1993) by occupational therapists and physiotherapists registered in the College of Occupational Therapists of Ontario and College of Physiotherapists of Ontario, respectively.

OT/PT assessments may include, but are not limited to: • A review of the student’s school records with consent • Classroom observations • An interview with parents/guardians to obtain developmental and relevant family and medical history • An interview with school personnel, the student, and support service colleagues • Contact with hospitals, rehabilitation centres, and community agencies • Provision of specific gross/fine motor function, mobility (school/community), sensory

motor/behaviour, and visual motor skills • Assessment of activities of daily living skills (e.g., feeding, dressing, personal care) • Assessment for equipment needs (Assistive Devices Program/ADP and Special Equipment

Amounts/ SEA)

Referrals for OT/PT Assessments OT/PT Services are accessed through the School Support Team using a referral process. [See Referral forms in Appendix C (2)] Informed consent of the parents/guardians or student 18 years or older is required for students to receive OT/PT services. The informed consent process ensures that parents/guardians are made aware of the types of service that may be provided to the student.

Average waiting times for OT/PT assessments vary. For students from integrated/intensive support programs (e.g. Physical Disability, Developmental Disability) with issues that need to be dealt with immediately, the wait times vary from immediate to four to six weeks. For students in regular education and other special education programs, the wait time for a referral is from two to three months. Staffing levels, service delivery changes, and growing numbers of students with complex multiple needs and diverse cultural-linguistic backgrounds may affect waiting times.

Management of Assessment Results The results of the occupational and physiotherapy assessment are communicated with parents/guardians through an interview, and a written report is made available upon request. Reports include recommendations for physical management (e.g., mobility, seating and positioning for function), activities of daily living skills and sensory integration.

Records from an OT/PT assessment are kept in confidential files, which are maintained in accordance with the regulations and provisions of the Professional Colleges and the Regulated Health Professions Act. The results may be discussed with relevant teachers and professional support staff for educational planning and programming purposes. Locations of copies of the report are discussed with parents/guardians. The consent of parents/guardians is required for referral to community services for which the student may be eligible (e.g., Community Care Access Centre: School Health Support Services). Permission of parents/guardians must be obtained for a student’s physical management and registration report to be released to an outside agency.

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Standardized Test Measures COPM Canadian Occupational Performance Measure DVPT-2 Developmental Visual-Perceptual Test ETCH Evaluation Tool of Children's Handwriting Gross Motor Function Measure Handwriting Without Tears – Print Tool HELP Hawaii Early Learning Profile Miller-FUN Motivational Assessment Scale MVPT Motor Free Visual Perceptual Test Peabody Developmental Motor Scales School Companion Profile School Function Assessment Sensory Behaviour Analysis Sensory Processing Measure Sensory Profile VMI Beery Buktenica Visual Motor Integration Test Numerous non-standardized test measures not stated in this document

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Psychological Assessments The purpose of a psychological assessment is to better understand the learning and/or socio-emotional strengths and needs of the student, in order to help in the delivery of the most appropriate programming while the student is at the Toronto District School Board.

Psychological assessments are provided by the staff of Psychological Services. They are either members of the College of Psychologists of Ontario, or they work under the direct supervision of a member of the College of Psychologists. Psychological Services staff is governed by the Psychology Act, the Regulated Health Professions Act, the Health Care Consent Act, the Personal Health Information Protection Act, and the Education Act when working in a school board.

A psychological assessment may include the following:

• A review of the student's school records • Interviews with the parents/guardians to obtain developmental, family, and medical history • Interviews with school personnel and the student • Classroom observation • An assessment (standardized and informal measures) of the student’s cognitive abilities to

assess learning strengths and needs • An assessment (standardized and informal measures) of the student’s social-emotional

functioning to assess strengths and needs • An assessment (standardized and informal measures) of the student’s academic skills to assess

academic strengths and needs

Referrals for Psychological Assessments Referrals for psychological assessments of students are initiated by the School Support Team. The school team, which includes the staff member from Psychological Services, determines the priority in which students will be seen. The length of wait for a psychological assessment can vary, depending on the number of requests generated by the team and the prioritization of the referral, relative to other referral requests from the school. Once the referral is made, the psychological assessment begins only with the informed consent of the parents/guardians of a student under the age of 18, or of a student who is18 years or older and has the appropriate level of cognitive ability to understand.

Management of Assessment Results The results and recommendations of a psychological assessment are discussed with the parents/guardians or qualifying student (as outlined above) and with staff of the TDSB who are directly involved with the student. A cultural or communication facilitator will be offered and arranged, if necessary. A copy of any written report is provided to the parents/guardians or qualifying student at or close to the time of any verbal feedback. A copy is also given to the school, to be placed in the student’s OSR.

The original written report, assessment measures, notes, and other information obtained during the assessment are maintained in the confidential files of Psychological Services in accordance with the Psychology Act and the Regulated Health Professions Act. Psychological Services will not release any information to persons or facilities outside of the TDSB without written consent, except as may be required by law.

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Social Work Assessments School Social Work assessments identify social, emotional, and behavioural factors that can impact a child’s ability to make the most productive use of the learning environment.

Social Work assessment is carried out by School Social Workers. They possess a Master of Social Work degree, with a minimum of three years post-graduate experience working with children and youth, under the supervision of an M.S.W. Clinical Supervisor. All Ontario Social Workers are regulated by the Ontario College of Social Workers and Social Service Workers and subscribe to a set of professional ethics and standards of practice.

A Social Work assessment may include:

• Interviews with the student • An interview with the parents/guardians, to obtain relevant family and social history • Interviews with Support Services colleagues and school personnel • A review of school records • With consent, contacts with community agencies • Classroom observations

Referrals for Social Work Assessments

A referral to Social Work can be initiated through a School Support Team meeting or at any other time on a needs basis, through referrals from principals, staff, parents, or self-referral by students themselves. Waiting times are not an issue since service is initiated as soon as possible on request. A referral form is completed, and informed consent is obtained of the parents/guardians or of students older than 16.

Management of Assessment Results Recommendations and reports are discussed with the student (where appropriate) and parents/guardians. With permission, relevant information is shared with school personnel and, where applicable, professional staff from community agencies.

Standards of Practice of the Ontario College of Social Workers and Social Service Workers regulating Social Work records are adhered to, and Registered Social Workers ensure that records are current, accurate, contain relevant information about students, and are managed in a manner that protects the student's privacy. Social Work records are stored in confidential Social Work files in secure locations at the regional Education Offices.

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Speech and Language Assessments Speech and language services focus on younger students, from Kindergarten through the primary grades, with language delays and disorders that may affect literacy, academic, and social development.

Speech and language assessments are conducted by speech-language pathologists, registered in Ontario under the Regulated Health Professions Act (1993).

A Speech-Language Pathology assessment may include the following:

• A review of the student's school records • Interviews with the parents/guardians to obtain developmental, family, and medical history • Interviews with school personnel and the student • Classroom observation • An assessment (standardized and informal measures) of the student’s receptive and expressive

language skills to assess learning strengths and needs • An assessment (standardized and informal measures) of the student’s articulation, fluency and

voice skills to assess strengths and needs • An assessment (standardized and informal measures) of the student’s reading and writing skills

to assess strengths and needs in these areas

Referrals for Speech and Language Assessments

Speech and language assessments are provided for students according to prioritized needs, determined by the School Support Team and using a referral process. Informed consent of the parents/guardians or student aged 18 years or older, is required for students to receive the services of a speech-language pathologist. The informed-consent process ensures parents/guardians are made aware of the types of service that may be provided to the student.

Average waiting times vary from a few months for students receiving special education intensive support in Low Incidence Programs (Physical Disability, Developmental Disability) to 6–12 months for students in regular education and other special education programs. Staffing levels, service delivery changes, and growing numbers of students with complex communication needs and diverse cultural-linguistic backgrounds may affect times.

Management of Assessment Results Speech and language reports are stored in confidential speech-language pathology files in the Education Offices, according to the Records Regulation of the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO). The results of the speech and language assessment are communicated with parents/guardians through an interview, and a written report is made available upon request. Locations of copies of the report are discussed. A copy is kept in the OSR.

The results of the speech and language assessment may be discussed with relevant teachers and professional support staff for educational planning and programming purposes. The consent of parents/guardians is required for referral to community services for which the student may be eligible (e.g., Community Care Access Centre/School Health Support Services).The permission of parents/guardians must be obtained for a student’s speech and language report to be released to an outside agency.

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Consultation

Consultation with SEAC The TDSB values its working relationship with its Special Education Advisory Committee (SEAC) and meets with SEAC regularly to share information and consult on matters relating to Special Education programs and services. Department updates and presentations on special education programs and services are given at the ten scheduled, public SEAC meetings. SEAC representatives have the opportunity to provide input during board consultation presentations, to request information on topics of their choice and to identify priorities for future board consideration. In some cases, full SEAC membership is involved in additional special meetings for targeted feedback on specific topics, such as this year’s special SEAC meeting for input on the TDSB Strategy for Inclusion.

SEAC members are invited to take an active role in meeting with and collecting input from parents, by hosting SEAC displays at parent meetings held at school-based meetings or system-wide parent events hosted by other departments of the board. During the past school year, these have included:

• Individual School Council planned parent nights • Trustee Area meetings • System-wide Mental Health Parent Symposium • Two Model Schools for Inner Cities Parent Academy Conferences

This year, SEAC developed a communication tracking template, used to record data about parent concerns raised with individual SEAC members during the school year. This kind of data collection will enable SEAC to determine the nature and prevalence of parent concerns that arise, to assist in identifying systemic issues that need to be addressed.

On March 28, 2015 SEAC collaborated with the Parent Involvement Advisory Committee to host a Parent Conference on Special Education. The conference was aimed at expanding parent knowledge about special education, to learn about parent concerns and to facilitate networking among parents, support agencies and special education staff. Over 35 special education and professional support services staff provided workshops and hosted Q&A sessions at this Saturday event.

Information received by SEAC members as the result of these initiatives is shared directly with the special education leadership and at the monthly SEAC meetings.

Summary of SEAC Consultation Input During the 2014-2015 school year SEAC meetings, the following recommendations were made at SEAC meetings:

1. Re: Special Education Budget SEAC recommended:

• Continued advocacy with the Ministry of Education for a more appropriate Special Education funding model to meet needs, based on real numbers/identified needs rather than a statistical model

• Early dissemination to SEAC of detailed budget information, for effective consultation and lobbying purposes

• The collection and comparison of data measuring the impacts on students in order to communicate clearly how services are impacted due to cutbacks.

• Consideration of effectiveness vs. efficiency, sameness vs. fairness when addressing special education issues in decision-making

• Analysis of the precise nature and composition of declining enrolment and related impacts on special education funding

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2. Speech and Language Services – Emerging Challenges SEAC expressed concerns about the duplication of provincial Speech Language services, the long wait lists, lack of service coordination and parental challenges in accessing the services across the district. SEAC supported the board’s efforts and lobbied the Province for improvement by writing to three Ministries, recommending actions to align services to make them more accessible, efficient and effective.

3. Gifted Exceptionality Programs SEAC recommended:

• Improved access to the TDSB Gifted Programs, including a review of screening methodology for Gifted identification and increased clarity around timelines for offers of placement

• Improved communication to all constituents of general knowledge about the existence of Gifted Programs, understanding the criteria for Gifted identification

• Greater transparency around access to Gifted programs at specific geographic locations. • Clarification regarding how offers of placement are made • More effective showcasing of all exceptionality programs to provide information on assessment,

accessing programs and how to navigate the Board • Encourage public input into review of programs and suggestions for improvement • Provision of more information about programs for different exceptionalities at monthly SEAC

meetings • Improvement in communication at the school level for improved outreach, through flyers or

newsletter articles

4. Secondary Accommodations and Transition Planning SEAC recommended:

• More focus on self-advocacy skills for students in Secondary GLE • A consistent process for improved and early communication with all subject teachers about the

needs of students on IEP’s and the kinds of accommodations/modifications required • Stronger system messaging to secondary schools around having processes in place for meeting the

requirements of IEPs • Improved communication among all parties around the needs of exceptional students in Cooperative

Education programs and in Special High Skills Major programs • Improved parent communication to aid understanding of how the management of program

modifications in secondary differs from elementary settings and impacts on secondary pathways • Greater use of assistive technology, particularly with newcomers to Canada • Better communication to families about initiatives leading to apprenticeships • Increased collaboration with the “School Effectiveness” initiative to identify and assess improvement in

meeting special education needs • A systematic approach for supporting students with weaknesses in executive function, as well as a

way of measuring and reporting on improvement in the related skills

5. Transportation SEAC recommended:

• Better communication with parents about the bussing application and appeal process • Additional consideration of a student’s special education needs during the transportation decision-

making process. • The establishment of a transportation call centre, for responding to parent questions and

transportation issues, especially during the first 4 weeks of school when services are starting up • Bus driver training in how to interact more positively with students with special needs

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• That safety be given additional consideration than the distance requirement when determining eligibility for transportation, especially for students with vision or hearing impairment

• Inclusion of bussing RFPs for accessible 72 passenger buses (with lifts and tie downs to facilitate greater inclusion and less segregation) for students with special needs

• That the consortium website provide clarity around definitions (i.e. for a “severe medical condition”) and identify acceptable documentation, to assist parents in determining transportation eligibility

6. Inclusion Strategy for Special Education Programs and Services SEAC sought information about how student needs by exceptionality are tracked, the process being used for reducing the number of intensive support programs (ISP) and decision-making around closure of ISPs. Among the many suggestions offered during the special consultation, SEAC members recommended:

• Support for the investigation of technology use beyond HSP and ISP, to look at overall purchases of technology across the system in different categories – i.e. by school, by Special Education, by parents groups, school councils, etc., in order to assess equitable access

• An academic focus on Reading, the common denominator for achievement • Parent education about inclusion – providing a clear rationale and system expectations • Careful consideration of and planning for safety issues in the inclusion strategy • Consideration of “Outcomes” in addition to “Impacts” in the strategy • Inclusion of research findings around the “sense of belonging” and related success in school, during

the analysis of Impacts in the Inclusion Strategy • Data capture of numbers of families who leave, identifying why families leave and why they stay

7. Special Education Plan Review of the Special Education Plan took place in accordance with the Ministry’s Standards for School Boards’ Special Education Plans (2000) and Regulation 464/97 of the Education Act. A steering committee of SEAC members reviewed all additions and amendments with an eye towards clear and accurate communication and to ensure the Plan is complete and up to date. Ideas generated during the review of the document are also collected for more thorough discussion and investigation at future SEAC meetings. The 2015 SEAC Subcommittee advised the TDSB Special Education Department to:

• Provide greater clarity around the nature and composition of “intensive support programs” and communicate this more accurately in the Plan

• Focus efforts on increased use of new technologies available to support students with special education needs

• Provide more clarity about the continuum of program supports, qualification for supports and alternatives available to parents

• Provide more guidance in the section on IEP (regarding when an IEP is needed and clarifying parent participation in its development and setting standards for goal-setting)

• Provide information about Individual Learning Profiles (ILP) and how they are used

SEAC Input on Policies and Procedures SEAC members are also invited to participate in formal Working Groups established to review TDSB Policies and Procedures. SEAC representation was invited on the following TDSB working groups, involved in the development or review of TDSB Policies and Procedures:

• School Climate Survey – Grades 7-12 • Concussion Policy Procedures • Acceptable Use Policy and Procedures • A new “Whistle Blower” Policy • Public Consultation on TDSB Governance Structure • Assistive Technology

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Broader SEAC Consultation

This past year, SEAC was consulted for a four-Ministry Special Needs Strategy looking into the integration and co-ordination of health services (Rehabilitation, OT/PT and S&L Services) for children with complex needs. SEAC’s input was collected and shared with the appropriate TDSB Professional Support Services staff.

SEAC shared concerns regarding:

• Duplication of processes and the need for better co-ordination of services among different Ontario ministries

• The need for a ‘case manager’ resource person for families, to coordinate communication, process requirements and service access

• Lack of clarity in communication with families about the available services, how to access them and the required process timelines

• The need for provision of information to school administrators, who are often information gatekeepers, about services and processes to access them

• The need for caution when applying medical diagnoses and terminology in service application, since these differ for different exceptionality populations

• The need for improved report recommendations appropriate for. teacher application, since they are not therapists. For inclusion in the IEP, outcomes must be observable, measureable and achievable

• The need for an Ontario Alternative Curriculum for students who are developmentally delayed, including components for speech & language

• Provision of SLP support for language development • Clear pathways, resource information and adequate access to the supports needed for addressing

complex needs • The need for a widely available list of service providers for different audiences, some kind of

repository or directory of services and resources for parents to access • The need for some form of triage – to determine the timing and duration of services and develop a

planned pathway and timeline

SEAC was also invited to provide targeted feedback to support discussion at the June meeting of the Minister’s Advisory Council on Special Education on issues related to the provision of special education programs and services.

Parent/Community Input Orientation sessions for parents/guardians are held in the fall and spring annually to familiarize parents/guardians with the IPRC and IEP processes. Sessions continue to be well attended and provide an excellent opportunity to develop an understanding of how TDSB programs and services, process and procedures are perceived, understood and accessed by our families. Following the meetings, the concerns of parents/guardians are addressed. These orientation sessions originated at the request of SEAC members and will continue into the 2015-2016 school year. Special Education Ward meetings were also hosted by Trustees and involved regional special education department staff, providing an additional forum for parent concerns to be heard.

When looking at changes to how programs and services are provided across the system, multiple public consultation meetings are organized. For example, in 2015 as the result of accommodation pressures at secondary Gifted program sites, a review of attendance boundaries for all Gifted programs was carried out to ensure equity of access to Gifted Programs across the system and to address accommodation pressures at some sites. A number of evening public consultation meetings were organized in different regions of the board and letters of invitations issued directly to parents. The information received from these consultation sessions will be considered in future decision-making.

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Continuum of TDSB Supports, Programs and Services In striving to meet a wide variety of academic needs and promote learning environments that are safe, nurturing, positive and respectful, the TDSB implements a full continuum of special education programs and services and a needs-based delivery model, responsive to individual student’s educational functioning levels. Interventions are tiered, offering differing degrees and kinds of assistance to help students be more successful, preferably in the neighbourhood school. Depending on individual student need and equitable access to board resources, supports may be offered in a regular class setting or in any of a variety of increasingly intensive and/or specialized settings, for those whose learning needs cannot be successfully met otherwise. Less often, placement in a congregated special education class is recommended. The goal is to determine the most appropriate learning environment and needed supports to maximize the individual student’s potential.

First line interventions are begun by the classroom teacher with consultative assistance available to every school. Full understanding of a student’s learning profile is necessary to determine the appropriate programs and services required to address learning needs. When a student begins to show signs of persistent learning difficulties a full and clear picture of a student’s strengths and needs is obtained, through a review of in-school support strategies, academic testing, available professional assessments and consultation with parents/guardians. Information is regularly gathered and reviewed through such processes as Individual Education Plan (IEP) development and a variety of school support team meetings. With parental permission, information from any professional assessments and/or community-based resource people is also collected. Teachers use this information to plan the best way to help students learn.

Special Education Program Supports and Related Services Special Education Services within the TDSB rely on the expertise of teachers, supported by:

• Educational Assistants, Child and Youth Workers, Child and Youth Counsellors, Special-Needs Assistants, Noon-Hour Assistants, Lunchroom Supervisors

• Blind/Low Vision Itinerant Staff • Deaf/Hard of Hearing Itinerant Staff • Behaviour Regional Services (BRS) Teams (Itinerant Teachers and CYWs) • Autism Spectrum Disorder (ASD) Teams • Assistive Technology Teachers • Special Education Consultants and Coordinators • Occupational Therapists and Physiotherapists • Psychology Staff • Social Work and Attendance Staff • Speech-Language Pathologists • Safe and Caring Schools Staff • Guidance Teachers • SEAC and Community Agencies

All of these supports and services play important roles in meeting the wide range of special education learning needs in the TDSB. The following pages outline the ways in which teachers access support for students, and the kinds of resources and services available in the TDSB continuum of support.

Accessing Special Education Programs and Services TDSB has established processes to assist classroom teachers in meeting the special education needs of their students. Teachers can access Blind/Low Vision or Deaf/Hard of Hearing supports as soon as concerns are raised. For other kinds of concerns, teachers begin by consulting school-based special

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education staff on the In-School Support Team (IST), to develop an action plan of interventions to try. If concerns continue following an appropriate period of time with these strategies, or for more pervasive and complex challenges, teachers can consult their School Support Team (SST). Membership on the SST includes Professional Support Services staff such as Psychologists, Social Workers, Occupational Therapists, Physiotherapists, and Speech/Language Pathologists. These resource people are able to provide specialized consultation, action-planning and skill development to meet a wide variety of student needs in the local school. [For more about these services, see the sections on Assessment and Staff Organization and Responsibilities – Student Support Services and Care.]

Through the SST, they can also request specialized support from Regional Support Teams specializing in Autism (ASD Team) and Behaviour (Behaviour Regional Services – BRS). These can be requested to assist staff in developing and implementing student support, by way of professional skill development and targeted interventions. With the permission of parents/guardians, teams can also provide individual students and their families with more direct interventions. [For more detailed information, see the sections of the Plan on In-School Support Team (IST) and School Support Team (SST) and Special Education – Regional Support Services.]

The IST or SST may recommend the development of an Individual Education Plan (IEP) for a student. An IEP is a written plan describing the accommodations or special education services needed to assist the student in achieving his or her learning expectations. It also outlines learning expectations that are modified from or alternative to the expectations given in the Ministry of Education curriculum policy document for the appropriate grade and subject or course. Parents/Guardians are consulted in the development of an IEP. [For more on this topic, see the section Individual Education Plan (IEP).]

School administrators, special education staff and classroom teachers regularly connect with Family of Schools (FOS) Special Education Consultants for guidance in helping students, through classroom instructional strategies and targeted professional learning. Staff as well as students in exceptionality-based intensive support programs and their families, are supported by Special Education Coordinators responsible for the following exceptionality-based clusters:

• Behaviour Coordinators oversee exceptionality-based programming for Behaviour • Communication Coordinators oversee programming for exceptionalities of Autism and Learning

Disability (including Speech and Language Impairment) • Intellectual Coordinators oversee programming for Mild Intellectual Disability and Giftedness • Low Incidence Coordinators oversee programming for Developmental Disability and Physical

Disability • Central Coordinators oversee programming for Deaf/Hard of Hearing students, Blind/Low Vision,

Autism Spectrum Disorders (ASD) Team and Behaviour Regional Services (BRS) Team

[For more detailed information about these different roles, see the section on Staff Organization and Responsibilities – Special Education and Section 23.]

Identifying and Meeting the Needs of Pupils Who May Be “Exceptional” When, in spite of the involvement of TDSB resource staff and the implementation of recommended strategies for an adequate period of time, a student continues to struggle academically and there remain puzzling questions around a student’s persistent learning difficulties, a referral for professional assessments may be considered. Assessments are used to better understand the nature of a student’s persistent academic difficulties and ensure that effective programming and required supports are in place. These can be requested through the School Support Team. For any kind of professional assessment to take place, the informed consent of parents/guardians is required. [For more about the different kinds of assessment see the section on Assessment.]

A request can be made by the school (or by written request of parents/guardians) that a student’s learning profile be presented to an Identification, Placement and Review Committee for possible identification as an “exceptional pupil”. A recommendation to consider a student for an IPRC requires careful analysis of instructional interventions that have or have not helped the student be more successful, as well as the collection of more detailed and formal assessments of the student’s strengths and needs. An information

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package is prepared by school staff for the IPRC and a copy is provided to parents/guardians prior to the IPRC meeting. [For more detailed information about the IPRC process, see the section: Identification, Placement and Review Committee (IPRC) Process.]

Identification, Placement and Review Committees (IPRC) The general purpose of an IPRC is to identify the specific nature of the student’s learning strengths and needs and, for a student who is found to be exceptional, to make a decision regarding “placement”. Placement refers to the kinds of special education program and services the student needs for greater success in school.

On the basis of discussions held at the meeting, the IPRC will:

• Decide whether or not the student should be identified as exceptional • Identify the areas of the student’s exceptionality, according to the categories and definitions of

exceptionalities provided by the Ministry of Education • Decide an appropriate placement for the student, taking into account parental preference and • Review the identification and placement at least once in each school year

http://www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html

The request for an IPRC does not mean that a student requires placement in a congregated special education program. Inclusive programming provides opportunities for academic improvement, socialization, and the development of self-esteem. For many students with exceptionalities, programming in a regular class is an important first step toward successful participation in the school community.

IPRC Placement Options

The IPRC has a range of placement options available for supporting a student who is found to be exceptional. Before considering the option of placement in a special education intensive support program, the committee must first consider whether more inclusive programming, such as placement in a regular class with appropriate special education programs and services, would meet the student's needs and be consistent with the parent's preferences. [Regulation 181/98 – Identification and Placement of Exceptional Students (Part IV, S17)]

Research recognizes, however, that some students may benefit from a more intensive level of support than that available in a regular class placement. The early years, for example, are a crucial time for the development of learning skills. There is a body of evidence that suggests that if young children receive effective early intervention (which may include intensive special education programming) to support their learning needs, a number of them may not require continued special education programs and services as they progress through the school system. The goal of special education “placement” is to determine the most appropriate learning environment to maximize the individual student’s potential.

In making its placement decision, the IPRC may consider “Regular Class Placement” or “Special Education Placement”.

“Regular Class” This is the IPRC placement decision for those students with special education needs for whom more than 50% of instructional time is delivered by a regular class teacher in a regular classroom. For elementary students, this special education placement is provided at the home school as part of the Community Based Resource Model (CBRM). For secondary students, it is provided through the Resource Program and/or Learning Strategies (GLE) courses.

Regular Class placement includes the following support options:

• Regular Class with Indirect Support The student is placed in a regular class for the entire school day and receives direct instruction from a regular classroom teacher, who receives specialized consultative services.

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• Regular Class with Resource Assistance The student is placed in a regular class and receives direct, specialized instruction, individually or in a small group from a special education teacher within the regular classroom.

• Regular Class with Withdrawal Assistance The student is placed in a regular class and receives instruction outside the regular classroom for less than 50% of the school day from a special education teacher.

“Special Education Class” This is the IPRC placement decision for those students with special education needs for whom 50% or more of instructional time is delivered by a special education teacher in a special education classroom where the pupil-teacher ratio conforms to Regulation 298 (R.R.O.1990, Section 31). For this level of support, elementary students may be placed in the Home School Program. The program location for more intensive, full time support may be located in other than the home school.

There are two Special Education Class placement options:

• Special Education Class with Partial Integration The student is placed in a special education class and is integrated with a regular class for at least one instructional period daily.

• Special Education Class Full Time The student is placed in a special education Intensive Support Program (ISP) for the entire school day.

In some cases parents/guardians may be able to access other options to meet a student’s needs. For difficult-to-serve students, the IPRC may suggest referring the student to a provincial committee for consideration of eligibility for admission to one of the Provincial Schools. These include Provincial Schools for blind, deaf or deafblind students and Provincial Demonstration Schools for students with severe learning disabilities. Applications to Provincial Schools and Provincial Demonstration Schools are coordinated in conjunction with the school board. [For more information see the section Ministry of Education – Provincial and Demonstration Schools.]

In some very complex cases, parents/guardians and Board staff may wish to investigate other options to meet a student’s needs. For example, there may be a need to apply for admission to a facility that provides the necessary care or treatment appropriate to the student’s condition. Direct applications to care and treatment facilities can be made by the parents/guardians. School board staff may be able to assist in gathering the required documentation. [For more about these options, refer to Special Education – Section 23 Programs.]

Community-Based Resource Model (CBRM) The Community-Based Resource Model (CBRM) is a special education support delivery structure and process supporting the board’s philosophy of inclusion. CBRM aligns with the vision of the TDSB Special Education Plan, which is to support the needs of the majority of exceptional students within well-resourced neighbourhood schools, by providing access to a range of special education supports (and IPRC “placements”) in neighbourhood elementary and middle schools.

The CBRM at each school encompasses the expertise of the “Methods and Resource Teacher” (MART), the “Resource Program” and the “Home School Program” (HSP). It is staffed with special education teachers who can provide indirect, in-class, and withdrawal Resource program support (depending on the school model), as well as more intense small-group teaching for assigned periods of the day. Schools design their CBRM based on the specific strengths and needs of their student community. The HSP Teacher and the MART are key components of the CBRM team, involved in the support and delivery of the model. School special education staff receives regular professional development. School staff has access to consultation and resources provided by the CBRM team to support programming for students.

Priority must be given to students who have been formally identified through the Identification, Placement and Review Committee (IPRC) process and recommended for special education class placement at their home school. Identified students whose recommended placement is special education class, are

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supported in the Home School Program for 50% of their school day. Students who are not formally identified may be supported in the CBRM through a recommendation of the In-School Support Team (for Resource) and the School Support Team (for Home School Program).

Student IEPs are reviewed and updated each reporting period. Students who have been formally identified through the IPRC process must have an annual IPRC review to evaluate their current placement and support. Non-identified students are monitored through regular re-evaluation of their IEP in concert with their Provincial Report Card. Re-evaluation of non-identified HSP students happens at a School Support Team meeting every year and parents/guardians are invited to attend.

Methods and Resource Support (MART)

School-based methods and resource support is facilitated by a Special Education teacher, called the Methods and Resource Teacher (MART). This teacher receives additional professional learning opportunities to enhance Special Education expertise and consultative resources for the school.

Resource Program

The Resource Program is one of the components of the CBRM. Students in the Resource Program receive support for less than 50 % of the school day. There are three settings associated with the Resource Program: Indirect Support, Resource Assistance and Withdrawal Assistance. Exceptional students are placed in the program through an IPRC. Sometimes non-identified students are placed in the program on the recommendation of the In-school Support Team or School Support Team.

The profile for formally identified students who are placed in the Resource program by the decision of an IPRC includes: • Identified with a Communications, Mild Intellectual Disability or Behaviour Exceptionality • Modified expectations in literacy and/or numeracy (minimally 1 year below grade level) or

demonstrated need for significant, ongoing accommodations in order to access the grade level curriculum or alternative expectations that address social, emotional or behavioural concerns

• For students in Resource Assistance and Withdrawal Assistance settings, demonstrated need for instruction/support in a smaller group setting for part of the school day

The profile for non-identified students who are considered for placement in the Resource program by recommendation of the In-school Support Team or School Support Team is the same as that noted for exceptional students.

Home School Program (HSP)

The Home School Program is one of the components of the CBRM. It is a special education class in which a student is placed for 50% of the school day. Exceptional students are placed in the program through an IPRC. Sometimes non-identified students are supported in the program on the recommendation of the School Support Team.

The profile for formally identified students who are placed in HSP by decision of an IPRC includes: • Identified with a Communications, Mild Intellectual Disability or Behaviour Exceptionality • Modified expectations in at least numeracy and literacy (minimally two grade levels behind) or

alternative expectations that address social, emotional and behavioural concerns • Demonstrated need for instruction/support in a smaller group • Demonstrated need for accommodation/support in other subjects • Support required beyond the Resource level

The profile for non-identified students who are considered for placement in HSP by recommendation of the School Support Team is the same as that noted for exceptional students.

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The SST will consider returning a non-identified student from HSP to the Resource Program when: • There is no longer a two-year discrepancy in literacy and numeracy, and there is evidence of

successful integration in a regular classroom • The student with alternative expectations demonstrates success in the regular class

Secondary School Special Education Support The processes introduced in the elementary school Community Based Resource Model continue for students in secondary school. Secondary schools have In-School Support and School Support Team meetings for consultation and developing action plans to help students meet learning expectations. The teams include the school-based special education Curriculum Leader (CL) and/or Assistant Curriculum Leader (ACL), who assume additional responsibility for overseeing supports for students with special education needs. Professional Support Services staff as well as Secondary Guidance and “Student Success” staff are also members of the school teams. As with elementary grades, the Regional Support Teams for Autism and Behaviour can be accessed for consultation and referrals for more targeted interventions.

In secondary schools, providing accommodations to students with special needs should be the first option considered in program planning for students who are experiencing difficulties. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners. If classroom teacher observation and on-going assessments reveal that, even with appropriate accommodations and supports, students with IEPs cannot demonstrate achievement of the expectations even to a limited degree, modifications are considered. In order to maintain the integrity of the course and not place credit-granting in jeopardy, these modifications are made mostly to the Specific Expectations of the course, with few of the Overall Expectations modified. [For more information about secondary accommodations and modifications, see the section in this Plan on Individual Learning Plan (IEP).]

Secondary school congregated intensive support programs are limited to very specific populations of student need, such as students identified with the exceptionalities of Autism or Developmental Disabilities. Most special education support is delivered following an inclusive model using the following supports:

Secondary Resource Program (RSE) Resource is a non-credit-bearing assignment provided for a student to receive support particular to a student’s needs, as reflected in the IEP. The support is highly individualized and determined in collaboration with subject teachers.

Secondary Learning Strategies (GLE) Courses for Students on an IEP GLE is a credit-bearing course which only students with IEPs may take, whether or not they have been identified with an exceptionality by an IPRC. It has a specific mandated curriculum determined by the Ministry of Education. The student must meet an appropriate proportion of the course expectations to receive the credit. Students with an IEP may earn up to four GLE credits in their secondary career.

Focus on Success (FOS) Program The Focus on Success Program provides support for students who exhibit ongoing behavioural concerns that result in significant difficulties adjusting emotionally and /or academically in school. Behaviours may be due to academic frustration as well as social/emotional issues. This program offers students an alternative environment for both social/emotional and academic needs. It provides students with the opportunity to learn important skills and strategies for success in school and their community. The staff in the Focus on Success Program may also provide support to the regular classroom teacher.

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Early and Ongoing Identification and Intervention

Early and Ongoing Identification and Intervention are recognized as contributing to the well-being of all children. 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.

“These procedures are a part of the continuous assessment and program planning process which should be initiated when a child is first enrolled in school and no later than the beginning of the program of studies immediately following Kindergarten and should continue throughout a child’s school life.” (Ministry of Education Policy/Program Memorandum No.11)

It is critical that early and ongoing identification and intervention strategies for students at risk be a priority in all grades, not just the primary grades. This is especially important as students make the transition to secondary school. Students who have difficulty achieving curriculum expectations are at risk of not completing their diploma requirements and dropping out of school.

Boards are therefore expected to provide a range of programs to assist students in meeting the curriculum expectations. These programs should include early identification of learning needs; appropriate teaching strategies, ongoing assessment, and communication with parents/guardians and students. Procedures and communication should be sensitive to each student’s family background.

Implementation

The current TDSB 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 Plan • 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

Process and Procedures The TDSB revised Kindergarten to Grade 2 – New Student Registration: Developmental History Form procedure provides a process for gathering important information about students’ pre-school development, family background and health history for purposes of supporting ongoing program planning when students first enter school, up to and including Grade 2.

The principal shall provide assistance to parents/guardians, as needed, with the completion of the Developmental History Form. The school principal ensures there is a scheduled time for parents to meet with the child’s teacher to discuss the information in this form. The Developmental History Form is filed in the child’s OSR and the principal/vice-principal and child’s teacher(s) have access to the information in the form. The principal is expected to ensure that school staff review the information and use it to support the learning needs of students

As part of on-going assessment, teachers 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 can consult with the In-School Support Team (IST) to

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recommend strategies, results, and next steps. When further planning or consultation is needed, a referral is made to the “School Support Team” (SST). The School Support Team has access to TDSB Professional Support Services staff to assist the teacher in successfully programming for a student with special education needs and for determining appropriate next steps.

[See Appendix D for more about the Early and Ongoing Identification Procedure (EOID)]

Entry Planning for Students with Special Needs It is recognized that some students with special education needs, who are newly registered but not yet attending a TDSB school, may require an intensive support special education program upon enrolment.

When approaching a TDSB school for registration, parents/guardians are encouraged to share all pertinent information with the school principal about the special educational needs of their child. After principal consultation with members of the School Support Team (SST) it may be determined that referral to a Special Education Program Recommendation Committee (SEPRC) is appropriate, to facilitate more immediate placement in an intensive support program. [For more information, please see the section on Special Education Program Recommendation Committee.]

The chart on the following two pages outlines entry planning for students with special education needs.

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Entry Plan for Students with Special Needs Some students with special education needs, who are newly registered but not yet attending a TDSB school, may require an intensive support special education program upon enrolment. Principal consultation with members of the School Support Team (SST) will determine whether or not a referral to a Special Education Program Recommendation Committee (SEPRC) is appropriate.

Entry Plan for Students with Special Education Needs Person Responsible Timeline Child is pre-registered (paper pre-registration) in home school by address as early as possible in the year prior to the year of school entry

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

At least 10 days prior to the SEPRC meeting.

The principal confers with the Family of Schools Consultant and other members of the SST as appropriate. Special Education staff may observe 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

Submit complete SEPRC package as soon as possible

SEPRC meeting will be completed prior to school attendance. Special Education Coordinator

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 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 meeting will occur to address the special needs 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

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Entry Plan for Students with Special Education Needs Person Responsible Timeline Transition planning strategies will be developed, as required. An entry process for September will be shared with families, including transportation arrangements. A written action plan may be completed and shared with all participants.

Principal (or designate)

May-June

Follow up meeting(s) will be scheduled, as needed.

Principal (or designate)

May-June

Where an intensive support Special Education program has been accepted by parents/guardians, an Identification, Placement and Review Committee (IPRC) will be convened after the student has been in the program for a period of approximately 6 to 9 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)

6 to 9 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 TDSB Low Incidence category of needs (e.g., developmental disabilities, physical disabilities, blind/low vision and deaf/hard of hearing)

Entry Plan for Students with Special Education Needs Person Responsible Timeline Presentations are made annually to outside agencies regarding the entry process for students new to TDSB.

Special Education Low Incidence Coordinators. Professional Support Services

January

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

Please note the following: 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

Schools can contact their Family of Schools Special Education Consultant for further information.

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Early Years Intervention Programs In striving to meet a wide variety of academic needs and promote learning environments that are safe, nurturing, positive and respectful, the TDSB implements a needs-based model of special education support with a full continuum of special education programs and services. Interventions are tiered, offering differing degrees and kinds of assistance to help students be more successful, preferably in the neighbourhood school. Depending on individual student need and equitable access to board resources, supports may be offered in a regular class setting or in any of a variety of increasingly intensive and/or specialized settings, for those whose learning needs cannot be successfully met otherwise.

First line interventions are begun by the classroom teacher with consultative assistance available to every school. As part of the continuum of support, processes are in place in schools to assist teachers in meeting the needs of their students. Teachers can consult the In-School Support Team of special education staff and for more complex issues, the School Support Team which accesses system resource people for specialized consultation, action-planning, targeted intervention and staff skill development to meet a wide variety of student needs. Other sections in this Special Education Plan provide more detailed information on these supports. [See sections on Continuum of Supports, Programs and Services; In-School Support Teams and School Support Teams (IST/SST); Special Education Regional Support Services and Exceptionalities – Identification Criteria and Intensive Support Programming.]

In a very few cases, placement in a congregated special education class is sometimes recommended for children of kindergarten age who need the more intensive support available in a class with a smaller pupil/teacher ratio and targeted supports. For these children, TDSB offers three highly specialized, early-years intervention programs:

• Diagnostic Kindergarten Program (DK)

• Kindergarten Intervention Program (KIP)

• Kindergarten Early Language Intervention Program (KELI)

The following pages provide more information about each of these programs.

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The Diagnostic Kindergarten Program (DK) serves age-appropriate students, who are unable to access the Kindergarten curriculum because their learning is impacted by a persistent struggle with daily living challenges and very limited development in a combination of intellectual, communication, social, self-regulation, and fine/gross motor skill domains. Their educational needs require the careful planning and implementation of more targeted alternative curriculum, specialized Professional Support Services and a lower pupil/teacher ratio.

Diagnostic Kindergarten programs have one teacher, educational assistance support and noon hour assistance. These classes have the support of an occupational/physical therapist, a speech and language pathologist and access to a psychologist and social worker. Professional Support Services staff offers consultative input regarding programming strategies for the DK program. A partnership between Professional Support Services and outside agencies is a valued component in the provision of support to staff and parents/guardians.

The recommended DK class size is 7, however, enrolment may be impacted by students who are in partial attendance due to their participation in non-TDSB programs (e.g. TPAS) or who are integrated in the regular kindergarten class. The configurations and head count of students in these classes may vary with the changing needs of the students throughout the school year.

Following placement in Diagnostic Kindergarten and prior to grade 1, students are referred to an IPRC to determine an appropriate level of support for the upcoming school year.

Eligibility for the Diagnostic Kindergarten Program Kindergarten students are offered placement in Diagnostic Kindergarten programs following either a decision by an Identification, Placement, and Review Committee (IPRC) or a recommendation at a Special Education Program Recommendation Committee (SEPRC) meeting. An IPRC or SEPRC referral is completed and submitted by the school following the established TDSB processes. [For more on these processes see the related sections in the Plan.]

For DK placement consideration, the following required documentation must be provided:

• Developmental History Form

• At least one of the following, which must include a current 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

Diagnostic Kindergarten Program

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The Kindergarten Intervention Program (KIP) 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 Students must show the ability to participate in the Kindergarten program, but have needs in the area of following classroom rules and routines, developing social skills and/or socially appropriate behaviours.

KIP classes have up to seven students 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.

Eligibility for the KIP Program Kindergarten students are offered placement in Kindergarten Intervention Programs as the 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. An IPRC does not have to confer exceptionality for placement to be offered. A referral for an IPRC or SEPRC is completed by the school and submitted following the established TDSB processes. [For more on these processes see the sections in the Plan on IPRC and SEPRC.]

For KIP placement consideration, the following required documentation must be provided:

• Developmental History Form

• Professional reports, if available

• If the 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 including use of a behaviour analysis tool and a summary of the

Antecedent, Behaviour, Consequence (ABC) data recording charts and other data to show the frequency, intensity and duration of the targeted behaviour

Evidence of how ABC Chart data has been used to modify programming for a student for a minimum of one reporting period (in most cases)

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

Kindergarten Intervention Program (KIP)

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Since September 2001, the innovative Kindergarten Early Language Intervention (KELI) Program has provided 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 these delays on young students’ social development and on their early literacy skill development.

The majority of students eligible for the KELI Program comprise low achieving, “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 and 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, these at-risk students would likely require school-based resource programs, professional support services, and/or special education programs during their school years.

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.

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 mid-October to mid-May of their Senior Kindergarten year. The two half-days are offered during their regular school program time. Ongoing communication between KELI staff and regular classroom teachers ensures that the programs are mutually supportive. The KELI teachers work in instructional teams with the speech-language pathologists, who assess the students at the beginning and end of the program.

Eligibility for the KELI Program Formal identification at an IPRC is not required. Kindergarten teachers of the selected high-needs schools use a specific checklist to nominate students at the end of the Junior Kindergarten year. Written permission of parents/guardians is required for a KELI speech-language pathologist to screen the nominated student for admission to the program, using a standardized test. Students who best meet the program criteria are admitted. Parents/Guardians of eligible students 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. Eligible students:

• Are 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 • Do not demonstrate serious behavioural or attention problems • Do not have severe communication problems related to medical diagnoses (e.g., Autism Spectrum

Disorders, Global Developmental Delay)

Kindergarten Early Language Intervention (KELI)

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Exceptionalities – Identification Criteria and Intensive Support Programming

Some students have special needs that may require support beyond those ordinarily received through regular instructional and assessment practices. Students who have behavioural, communication, intellectual, physical or multiple exceptionalities, may require special education programs and /or services to benefit fully from their school experience. These primarily consist of kinds of instruction and assessments that are different from those provided to the general student population. They take the form of accommodations (such as specific teaching strategies, preferential seating, and assistive technology) and/or modifications from the age-appropriate grade level expectations in a particular course or subject. http://edu.gov.on.ca/eng/general/elemsec/speced/ontario.html) Such students may be formally identified by an Identification, Placement and Review Committee as “exceptional pupils”. [For more about accommodations and modifications in secondary school settings, please see the section of the Plan on Individual Education Plan (IEP)]

Ministry of Education Definitions http://www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html

An EXCEPTIONAL PUPIL is one whose behavioural, communicational, intellectual, physical, or multiple exceptionalities are such that he or she requires placement in a special education program.

A SPECIAL EDUCATION PROGRAM is defined as an educational program that is based on and modified by the results of continuous assessment and evaluation and that includes a plan containing specific objectives and an outline of educational services that meets the needs of the exceptional pupil. SPECIAL EDUCATION SERVICES are defined as facilities and resources, including support personnel and equipment necessary for developing and implementing a special education program.

Ministry of Education Categories of Exceptionality The Ministry of Education sets out definitions of exceptionalities that must be used by school boards when determining that a student is “exceptional”. The exceptionalities are organized in categories:

Behaviour Communication Intellectual Multiple Physical Behaviour • Autism

• Learning Disability • Language Impairment • Speech Impairment • Deaf/Hard of Hearing

• Developmental Disability

• Giftedness • Mild Intellectual

Disability

Multiple Exceptionalities

• Blind/Low Vision • Physical Disability

Students do not have to have to be formally identified with an exceptionality to receive school-based special education supports and services through the school’s Community Based Resource Model. However, formal identification as an exceptional pupil ensures a student’s specific needs are well understood and identifies the kinds of intervention that must be put into place for greater student success. To that end the TDSB implements a needs-based model of special education support and offers a full continuum of programs and services tiered to differing levels of need.

[See the section on Continuum of Supports, Programs and Services for a synopsis of the special education supports available to schools and how they are accessed.]

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TDSB Congregated Intensive Support Programs (ISP)

“Special Education Class” is the IPRC placement decision for those students with special education needs, for whom 50% or more of instructional time is delivered by a special education teacher, in a special education classroom with a prescribed pupil-teacher ratio (i.e. class sizes outlined in Regulation 298 (R.R.O. 1990), Section 31). Elementary students may receive this level of support in the Home School Program, as well as in congregated programs providing longer periods of intensive support with some opportunity for integration. Intensive support for secondary students differs from elementary, with fewer congregated programs and for specific exceptionalities only.

In making its determination for placement, the IPRC tries to find the closest match between the documented needs of a student and the kinds of instruction, supports and resources available in different categories of intensive support programs. This can include the IPRC placement of a student with one exceptionality into an ISP provided under a different category of exceptionality (e.g. a child identified with Autism placed in an LD, MID or DD program etc.).

On the following pages information is presented about intensive support programming specific to each exceptionality, including:

• The Ministry of Education definition for the exceptionality

• The evidence considered for IPRC determination of an exceptionality and recommended degree of support

• The general profile of students for whom intensive support, such as that provided in a congregated, intensive support program (ISP) is recommended

• Options for intensive support at elementary and secondary levels

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Ministry Definition A learning disorder characterized by specific behaviour problems over such a period of time and to such a marked degree, and of such a nature as to adversely affect educational performance and that may be accompanied by one or more of the following:

a) An inability to build or to maintain interpersonal relationships

b) Excessive fears or anxieties

c) A tendency to compulsive reaction or

d) An inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof

IPRC Determination of Behaviour Exceptionality In making its determination, a TDSB IPRC will consider the following:

Classroom Documentation • An Individual Education Plan with alternative programming for teaching intrapersonal/interpersonal

skills

Educational Assessment • A profile of learning strengths and needs • A Behavioural assessment including use of a behaviour analysis tool and a summary of the

Antecedent Behaviour Consequence (ABC) Chart data and other data to show the frequency, intensity and duration of the targeted behaviours

• Evidence of how ABC data has been used to modify programming for the student for a minimum of one reporting period, in most cases

Input of Parents/Guardians Professional Assessment

• A psychological assessment, when deemed appropriate by the SST (e.g., if cognitive functioning is a concern)

• Professional reports as available

Student Profile for Intensive Support – Behaviour Students requiring Intensive Support – Behaviour:

• Are identified with a Behaviour exceptionality at an IPRC

• Demonstrate evidence of significant challenges in interpersonal, social, and/or emotional development

• May need to develop social skills, coping strategies, self-control

• Demonstrate lack of success in a regular classroom setting, despite sustained efforts to implement the academic and behavioural interventions outlined in the IEP, and having accessed all appropriate local in-school supports, behaviour challenges continue to persist

Behaviour Exceptionality

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Intensive Support Programming for Behaviour (BEH) Intensive support for Behaviour is designed for students identified with the Behaviour exceptionality. It addresses the full range of their academic, emotional, and social development while maintaining a focus on student achievement. Student need for intensive support programming is expected to be of a specific time duration, to be reviewed regularly with the intent to return to the regular class. Intensive support for Behaviour is addressed in a variety of ways. Regardless of the form of program intervention, the goals for these students are to:

• Decrease inappropriate behaviour

• Increase positive behaviour

• Acquire new skills

• Transfer skills to other settings

Particular areas of focus include social skills training and the development of self-control, adaptability, and responsibility. Programming for students who require Intensive Support for Behaviour is provided in the following ways:

In Elementary Schools: • Home School Program (HSP) for up to 50% of the day

The HSP offers small group instruction, a smaller pupil teacher ratio, educational assistant support and needs-targeted instruction, in the neighbourhood school. HSP programs address a mix of exceptionality needs. Full integration in regular classes occurs during the non-HSP portions of the day. Class composition and size varies based on school organization and clustering of student program needs.

• Congregated Intensive Support Program - Behaviour (ISP – BEH)

ISP – BEH provide more intensive support than the Home School Program. This program is characterized by small class size, a smaller pupil teacher ratio, Child and Youth Worker support and targeted behaviour instruction. It is designed to address the full range of a student’s academic, emotional, and social development, while maintaining a focus on student achievement. The programs are located within Families of Schools and are staffed by central resources. The number and location of these programs is determined by the profiles of students requiring intensive support. The recommended class size is 8.

In Secondary Schools: Focus on Success (FOS) Program

• The FOS Program supports students who exhibit ongoing behavioural concerns that result in significant difficulties adjusting emotionally and /or academically in school. Behaviours may be due to academic frustration as well as social/emotional issues. This program offers students an alternative environment for both social/emotional and academic needs and regular contact with a caring adult. The staff in the FOS room also supports regular subject classroom teachers through consultation about effective strategies for students with behavioural/social/emotional needs. Program objectives are to: Develop effective self-awareness, self-concept and interpersonal and intrapersonal skills Improve work habits and increase credit accumulation Develop and maintain positive relationships

A student with extremely high needs may require additional intensive support over and above a TDSB ISP placement. In such cases, staff assists parents/guardians to connect with community agencies, where more appropriate programming may be available. [See section on Special Education – Section 23 – Care, Treatment, Custody and Correctional Programs]

As of May 2015, there are 87 ISP BEH system-wide. 44

Communication – Autism

Ministry Definition A severe learning disorder that is characterized by:

a) Disturbances in: rate of educational development ability to relate to the environment mobility perception, speech, and language

b) Lack of the representational symbolic behaviour that precedes language

IPRC Determination of Communication (Autism) Exceptionality In making its determination, a TDSB IPRC will consider the following:

Classroom Documentation • That describes a student who has not demonstrated ability at an age-appropriate level to: Focus and/or maintain attention to activities or tasks Make transitions Establish and maintain social interactions Cope safely with his/her current setting

Educational Assessment • A profile of learning strengths and needs that demonstrates difficulty with academics and verbal and

non-verbal communication

Input of Parents/Guardians Professional Assessments

• Diagnosis of Autism Spectrum Disorder (ASD) or Autism by a regulated, qualified practitioner • Psychological assessment to include cognitive scores (where deemed appropriate) • Language assessment (where deemed appropriate)

Special Education Supports for Students with Autism All individuals with a diagnosis of Autism share key features that include qualitative impairments in social interactions, verbal and non-verbal communication, and behaviours/interests that are restricted and often stereotypical or repetitive. However, each individual diagnosed with Autism is unique and can have moderate to severe symptoms. The TDSB offers a wide range of placements for students with a diagnosis of Autism. Based on the individual student profile (which informs the kinds and degree of support required), placements range from regular class with in-school Resource assistance to placement in a variety of Intensive Support Programs (ISP). Schools also have access to other system resources to support students with Autism. [For more about these resources, see the section in the Plan on Partnerships – Coordination of Services with Other Ministries and Agencies, and Special Education – Regional Support Services.]

Communication Exceptionalities

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In making its determination for placement, the IPRC tries to find the closest match between the documented needs of a student and the kinds of instruction, supports and resources available in the different intensive support programs. This can include placement of a student diagnosed with Autism in an ISP provided under another category of exceptionality (e.g. LD, MID, DD etc.). The number and location of all Intensive Support Programs is determined by the profiles of students requiring intensive support.

Student Profile for Intensive Support – Communication (Autism) Students requiring Intensive Support – Communication (Autism):

• Are identified with the Autism exceptionality at an IPRC • Are assessed as having average thinking and reasoning skills • Demonstrate evidence of alternative programming needs such as severely impaired social,

communication, and behavioural skills, as shown through professional and/or teacher assessments and IEP

Intensive Support Programming for Autism (ASD) Programming for students who require intensive support for Communication (Autism) is provided in the following ways:

In Elementary Schools: • Home School Program (HSP) for up to 50% of the day

The HSP offers small group instruction, a smaller pupil teacher ratio, educational assistant support and needs-targeted instruction, in the neighbourhood school. HSP programs address a mix of exceptionality program needs. Full integration in regular classes occurs during the non-HSP portions of the day. Class composition and size varies based on school organization and clusters of student program needs.

• Congregated Intensive Support Programs (ISP) Placement in an ISP provides more intensive support than the Community-Based Resource Model in home schools. Student need for Intensive Support programming is expected to be of a specific time duration, to be reviewed regularly with the intent to return to the regular class. Students placed in the Autism ISP show documented evidence of lack of success within the Home School Program setting and with the use of ABA strategies, as mandated in PPM 140. ISPs are congregated programs characterized by smaller class sizes, a reduced pupil teacher ratio and additional educational assistant support. Planned opportunities for successful integration with regular programs are expected. Additional resources and professional support services are available, depending on the nature of the ISP. ISP (Autism) classes are located within Families of Schools and are staffed by central resources. The recommended class size is 6.

In Secondary Schools: Secondary programs for Communication (Autism) are run similarly to Secondary Resource programs. Secondary schools are expected to ensure that the students who require intensive support for Communication (Autism), have a designated room with consistent staff who are able to support them in a variety of ways throughout the day. The students have the opportunity to be fully integrated for their credits and additional support staff is allocated to facilitate their integration. The Autism program teacher not only provides resource support to the students who need it throughout the day, but also offers GLE instruction and non-integrating student instruction. Secondary class sizes must comply with the Secondary Accord and there is an understanding that in any one period the staff student ratio does not exceed 6 to 1. As of May 2015, there are 85 ISP Autism system-wide.

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Communication – Learning Disability

Ministry Definition In its 2014 Policy/Program Memorandum No. 8 (http://edu.gov.on.ca/extra/eng/ppm/ppm8.pdf), the Ministry of Education defines learning disability as one of a number of neurodevelopmental disorders that persistently and significantly has an impact on the ability to learn and use academic and other skills and that:

• Affects the ability to perceive or process verbal or non-verbal information in an effective and accurate manner in students who have assessed intellectual abilities that are at least in the average range

• Results in (a) academic underachievement that is inconsistent with the intellectual abilities of the student (which are at least in the average range) and/or (b) academic achievement that can be maintained by the student only with extremely high levels of effort and/or with additional support;

• Results in difficulties in the development and use of skills in one or more of the following areas: reading, writing, mathematics, and work habits and learning skills;

• May typically be associated with difficulties in one or more cognitive processes, such as phonological processing; memory and attention; processing speed; perceptual-motor processing; visual-spatial processing; executive functions (e.g., self-regulation of behaviour and emotions, planning, organizing of thoughts and activities, prioritizing, decision making);

• May be associated with difficulties in social interaction (e.g., difficulty in understanding social norms or the point of view of others); with various other conditions or disorders, diagnosed or undiagnosed; or with other exceptionalities;

• Is not the result of a lack of acuity in hearing and/or vision that has not been corrected; intellectual disabilities; socio-economic factors; cultural differences; lack of proficiency in the language of instruction; lack of motivation or effort; gaps in school attendance or inadequate opportunity to benefit from instruction.

IPRC Determination for Communication (Learning Disability) Exceptionality In making its determination, a TDSB IPRC will consider the following:

Classroom Documentation • That describes a student who may have difficulty in the following areas: Focussing and/or maintaining attention to activities or tasks Regulating anxiety Self-advocacy

Educational Assessment • A profile of learning strengths and needs that demonstrates: A meaningful discrepancy between age appropriate expectations and academic achievement Alternative programming requirements

Input from Parents/Guardians Psychological Assessment

• Information providing clear evidence that the student has: Indicators of average or above average intellectual development Information processing deficits Academic deficits as a result of the processing deficits

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Student Profile for Intensive Support – Communication (Learning Disability) Students requiring Intensive Support – Communications (Learning Disability):

• Are identified with a Learning Disability, Autism, Speech Impairment or Language Impairment exceptionality at an IPRC

• Are assessed as having at least average thinking and reasoning skills • Demonstrate evidence of other factors affecting learning, that is, any combination of alternative program

needs such as attention and executive function difficulties, anxiety, and social/emotional needs), as shown through professional and/or teacher assessments and the IEP

Intensive Support Programming for Learning Disability (LD) In Elementary Schools:

• Home School Program (HSP) for up to 50% of the day The HSP offers small group instruction, a smaller pupil teacher ratio, educational assistant support and needs-targeted instruction, in the neighbourhood school. HSP programs address a mix of exceptionality program needs and focuses instruction primarily in Language and Mathematics. Full integration in regular classes occurs during the non-HSP portions of the day. Class composition and size varies based on school organization and clusters of student program needs.

• Congregated Intensive Support Program – Communication LD (ISP – LD) Placement in an ISP provides more intensive support than the Community-Based Resource Model in home schools. Student need for Intensive Support programming is expected to be of a specific time duration, to be reviewed regularly with the intent to return to the regular class. Students placed in an ISP (LD) show evidence of lack of success in the Home School Program, including an appropriate period of time during which professional report recommendations have been implemented. Generally, teacher assessment shows these students are functioning academically below grade level by a minimum of: Two years in literacy and numeracy in the primary grades Three years in literacy and numeracy in their junior grades Four years in literacy and numeracy in their intermediate/senior grades

ISP – LD are congregated programs characterized by smaller class sizes, a reduced pupil teacher ratio and additional educational assistant support. Instruction is targeted to address the full range of a student’s academic, emotional, and social development, while maintaining a focus on student achievement. Planned opportunities for successful integration into regular programs are expected. The ISP–LD are located within Families of Schools and are staffed by central resources. The number and location of programs is determined by the profiles of students requiring intensive support. The recommended class size varies by school division: Primary–10; Junior–12; Intermediate – 16.

In Secondary Schools: In Secondary Schools, the class placement for ISP – LD is “Special Education Class with Partial Integration”. Support is provided through:

• Secondary Resource Program (RSE) This is a non-credit-bearing assignment provided for a student to receive support particular to a student’s needs as reflected in the IEP. The support is highly individualized and determined in collaboration with subject teachers

• Secondary Learning Strategies Course (GLE) This is a credit-bearing course which only students with IEPs may take, whether or not they have been identified by an IPRC as an exceptional learner. The course has a specific mandated curriculum determined by the Ministry of Education. The student must meet an appropriate proportion of course expectations to achieve a credit, and may earn up to 4 GLE credits in their secondary years.

As of May 2015, there are 113 ISP – LD system-wide.

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Communication – Language Impairment

Ministry Definition A learning disorder characterized by impairment in comprehension and/or use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical, or sensory factors, and which may:

• Involve one or more of the form, content, and function of language in communication • Include one or more of… Language delay Dysfluency Voice and articulation development, which may or may not be organically or functionally based

IPRC Determination for Communication (Language Impairment) Exceptionality In making its determination, a TDSB IPRC will consider the following:

Classroom Documentation • Evidence illustrating academic concerns related to language

Educational Assessment • A profile of learning strengths and needs

Input from Parents/Guardians Professional Assessment

• By a qualified speech-language pathologist that determines the primary concerns to be receptive and expressive language levels which significantly interfere with communication and academic achievement

• A psychological assessment that establishes average cognitive levels

Intensive Support Programming for Students with Language Impairment Options for intensive support programming for students identified with Communication (Language Impairment) are the same as those for Communication (Learning Disability).

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Communication – Speech Impairment

Ministry Definition A disorder in language formulation which may be associated with neurological, psychological, physical, or sensory factors that involves perceptual motor aspects of transmitting oral messages and that may be characterized by impairment in articulation, rhythm, and stress.

IPRC Determination for Communication (Speech Impairment) Exceptionality In making its determination, a TDSB IPRC will consider the following:

Classroom Documentation • Evidence illustrating academic concerns related to communication

Educational Assessment • A profile of learning strengths and needs

Input from Parents/Guardians Professional Assessment

• By a qualified speech-language pathologist that determines the primary concern to be an impairment in speech production, which significantly interferes with the student’s communication and academic achievement

Intensive Support Programming for Students with Speech Impairment Support for students with Communication (Speech Impairment) is provided through Speech and Language Services in collaboration with local Community Care Access Centres (CCAC).

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Communication – Deaf/Hard of Hearing

Ministry Definition An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound.

TDSB Determination for Communication (Deaf/Hard of Hearing) Exceptionality In making its determination, a TDSB IPRC will consider the following:

Classroom Documentation • Collected in collaboration with school personnel, agencies, classroom teacher, parents/guardians

and student

Educational Assessment • Academic and functional assessment at the student’s school

Input from Parents/Guardians Professional Assessment

• An audiology assessment indicating a permanent bilateral hearing loss within the mild to profound range

• Psychological assessment (when deemed appropriate by the School Support Team) • A speech and language assessment (when deemed appropriate by the School Support Team)

Special Education Supports for Deaf/Hard of Hearing Students The Toronto District School Board Deaf and Hard of Hearing programs offer a variety of supports to meet the needs of students with auditory challenges.

Students who are Deaf and Hard of Hearing may demonstrate needs in language and speech development and in gaining auditory access to the curriculum. The Toronto District School Board Deaf and Hard of Hearing programs provide itinerant support and special class placement through Special Education and Section Programs.

There are varying levels of service available under the umbrella of Special Education Hearing Itinerant. Many students who are Deaf and Hard of Hearing can be served in regular class placements with support. Special Education Hearing Itinerant teachers are available to consult on appropriate assistive technology for students with unilateral, minimal and fluctuating hearing losses as well as for students identified with Auditory Neuropathy Spectrum Disorder (ANSD) or an Auditory Processing Disorder (APD).

The Toronto District School Board recognizes the importance of early intervention and can support students who are Deaf and Hard of Hearing from the age of 3, through either a preschool class or home-visiting program. Upon entry to school, students who are Deaf and Hard of Hearing have access to the support of a Specialist Teacher of the Deaf and Hard of Hearing. These itinerant teachers have specialized qualifications approved by the Ministry of Education that enable them to recommend the necessary accommodations and/or programming modifications to meet the educational needs of students who are Deaf and Hard of Hearing. Based on student need, these teachers work closely with the TDSB Educational Audiologist to determine the appropriate FM technology that works with the student’s Hearing Assistive Technology (HAT). When warranted, itinerant teachers facilitate access to the curriculum through direct instruction from Kindergarten to completion of secondary school.

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Student Profile for Intensive Support – Communication (Deaf/Hard of Hearing) Students requiring Intensive Support – Deaf and Hard of Hearing:

• Are identified with a Deaf and Hard of Hearing exceptionality due to a significant hearing loss, through a Toronto District School Board Identification Placement and Review Committee

• Are assessed as having delays in expressive and receptive language, due to a significant hearing loss that requires modification and/or accommodation to the degree that a setting with a smaller student teacher ratio is required.

Intensive Support Programming for Deaf/Hard of Hearing (D/HH)

In Elementary Schools: • Home School Program (HSP) for up to 50% of the day

The HSP offers small group instruction, a smaller pupil teacher ratio, educational assistant support and needs-targeted instruction in the neighbourhood school. HSP programs address a mix of exceptionality program needs and focuses instruction primarily in Language and Mathematics. Full integration in regular classes occurs during the non-HSP portions of the day. Class composition and size varies based on school organization and clusters of student program needs. The HSP can also access special education hearing itinerant support through the IPRC process.

• Congregated Intensive Support Program – Communication (Deaf/Hard of Hearing) Placement in an ISP provides more intensive support than the Community-Based Resource Model in home schools. Intensive Support Programs for Deaf and Hard of Hearing students are available from Kindergarten to the completion of secondary school. There are a variety of communication options used in the classes, including oral, oral with sign language support, and American Sign Language (ASL). Classes are taught by Specialist Teachers of the Deaf and Hard of Hearing. Recommended class sizes vary: 8 for Kindergarten, 10 for Deaf and 12 for Hard of Hearing.

In Secondary Schools: • Congregated Intensive Support Program – Communication (Deaf/Hard of Hearing)

Placement in an ISP – D/HH is available to the completion of secondary school for those students who need continued intensive support. There are a variety of communication options used in the classes, including oral, oral with sign language support, and American Sign Language (ASL). Classes are taught by Specialist Teachers of the Deaf and Hard of Hearing. Class composition and size varies based on school organization and student program needs.

Across the system, the TDSB has 27.5 Intensive Support Programs for students who are Deaf and Hard of Hearing.

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Developmental Disability

Ministry Definition A severe learning disorder characterized by:

a) An inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development

b) An ability to profit from a special education program that is designed to accommodate slow intellectual development

c) A limited potential for academic learning, independent social adjustment, and economic self-support.

TDSB Determination for Developmental Disability Exceptionality In making its determination, a TDSB IPRC will consider the following:

Classroom Documentation • Including any relevant reports

Educational Assessment • A profile of learning strengths and needs demonstrating very limited academic and adaptive skills,

which are significantly below the range expected for age-appropriate placement

Input from Parents/Guardians Professional Assessment

• A psychological assessment that indicates that the student’s functioning in meaningful intellectual and adaptive domains lies at or below the 1st percentile.

• Some children with severe symptoms cannot be reliably assessed. For these individuals, diagnoses of Global Developmental Delay or Unspecified Intellectual Disability should be considered in lieu of a psychological assessment.

Special Education Supports for Students with Developmental Disabilities Students who demonstrate very limited cognitive and adaptive skills require an alternative curriculum to meet their learning needs. These students present a variety of needs to be addressed, which include communication, functional academics, daily living activities, social-skills and motor skills. In addition to their intellectual needs, students with developmental disabilities may also have other significant needs (e.g., self-regulation, health), which may require specialized supports. [See sections on Partnerships – Coordination of Services with Other Ministries and Agencies and Specialized Health Support Services.]

Students with developmental disabilities require intensive support programming with an alternative curriculum focused on life skills, functional academics and vocational skills. The goal of this curriculum is to work towards maximum student potential to be as functionally independent as possible. The opportunity to be included in the culture of the school is very important to build student confidence and self-esteem.

Intellectual Exceptionalities

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Student Profile for Intensive Support – Developmental Disability (DD) Students requiring Intensive Support – Developmental Disability:

• Are usually identified with the exceptionality of Developmental Disability. Students identified under other exceptionalities may qualify for DD intensive support, when the IPRC determines they have a learning profile or combination of exceptionality-based needs requiring the kinds of instruction, supports and services provided in DD intensive support programs.

• Usually function at an intellectual and adaptive level at or below the 1st percentile in a recent psychological assessment and experience significant difficulty in functional communication, basic living skills, social skills, self-control, and/or behaviour, as indicated through professional assessments such as speech and language assessment, psychological assessment, occupational/ physiotherapy assessment, or teacher assessment

Intensive Support Programming for Students with Developmental Disabilities

In Elementary and Secondary Schools:

• Congregated Intensive Support Program – Developmental Disabilities (ISP – DD) Intensive Support Programs (ISPs) for students with developmental disabilities are located within Families of Schools and are staffed by central resources. These programs provide alternative curriculum and more intensive support than is available in the Community-Based Resource Model in neighbourhood schools.

ISP – DD have one teacher, educational assistance support and noon hour assistance. These classes have the support of an occupational/physical therapist, as well as access to a speech and language pathologist, psychologist and social worker. Professional Support Services staff also offers consultative input regarding programming strategies for the ISP – DD programs. A collaborative partnership between Professional Support Services and outside agencies is an important factor in providing additional support for staff and parents/guardians.

The number and location of all Intensive Support Programs is determined by the profiles of students requiring intensive support. Some ISP–DD programs are located in congregated settings. The recommended class size is10.

Students with developmental disabilities transition age appropriately from division to division throughout the school years. Their secondary school alternative curriculum is non-credit-bearing. The students complete their secondary schooling and transition out in June of the calendar year in which they turn 21 years of age [as per the Education Act, S33(1)]

As of May 2015, there are 296 ISP – DD system-wide.

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Intellectual – Giftedness

Ministry Definition An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated.

TDSB Determination for Giftedness Exceptionality In making its determination, a TDSB IPRC will consider the following:

Classroom Documentation Educational Assessment

• A profile of learning strengths and needs

Input from Parents/Guardians Professional Assessment

• An individual psychological assessment indicating that the student is functioning at or above the 98th percentile on the General Ability Index (GAI) on a recently administered Wechsler Intelligence Scale for Children – 4th Edition (WISC-IV), Canadian norms; OR Wechsler Intelligence Scale for Children – 5th Edition (WISC-V), Canadian norms

OR

• An individual psychological assessment indicating that the student is functioning at the 96th or 97th percentile on the General Ability Index (GAI) on a recently administered Wechsler Intelligence Scale for Children – 4th Edition (WISC-IV), Canadian norms, AND at or above the 98th percentile on either the Verbal Comprehension Index or Perceptual Reasoning Index of the WISC-IV Canadian norms

OR • An individual psychological assessment indicating that the student is functioning at the 96th or 97th percentile on the General Ability Index (GAI) on a recently administered Wechsler Intelligence

Scale for Children – 5th Edition (WISC-V), Canadian norms, AND at or above the 98th percentile on either the Verbal Comprehension Index or Visual Spatial or Fluid Reasoning Index of the Wechsler Intelligence Scale for Children – 5th Edition (WISC-V), Canadian norms

PLEASE NOTE:

1) Due to practice effects, TDSB will not accept assessments where the same intelligence test has been used twice in a 12-month period.

2) Within the TDSB, an overall maximum of two test administrations will be provided by Psychological Services during the student’s school years within the TDSB.

3) TDSB psychology staff will not reassess within a 13 month period, except under special circumstances and after consultation with a TDSB Chief of Psychological Services.

TDSB Determination of Giftedness – for English Language Learners (ELL) The IPRC will use the following criteria only when factors of ELL and cultural background are considered to have a substantial impact on the measurement of intellectual development:

• A psychological assessment indicating that the student is functioning at or above the 84th percentile on the General Ability Index (GAI), on a recently administered Wechsler Intelligence Scale for Children – 4th Edition (WISC-IV), Canadian norms, OR Wechsler Intelligence Scale for Children – 5th Edition (WISC-V), Canadian norms

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AND

• At or above the 98th percentile on either the Verbal Comprehension Index or Perceptual Reasoning Index of the WISC-IV, Canadian norms OR at or above the 98th percentile on either the Verbal Comprehension Index or Visual Spatial or Fluid Reasoning Index of the WISC-V, Canadian norms

PLEASE NOTE:

There must be evidence that the student has received ELL support over three consecutive reporting periods within the last three years. This support must be substantiated by ELL Tracking Sheets and/or report cards with the ELL box marked. Only the IPRC can determine when the ELL criteria will be used based on documentation and consultation with those who know the student.

TDSB Determination of Giftedness – for Students with Learning Disabilities The IPRC will use the following criteria for a student who can first be identified with a Learning Disability Exceptionality:

• Assessment information will provide clear evidence that the student has: Indicators of above average intellectual development Information-processing deficits Academic deficits as a result of the processing deficits

• The assessment information, along with IEP information, report card information, and consultation, will lead to the student being designated as exceptional (Communications: Learning Disabilities), prior to considering the use of the Giftedness/Learning Disabilities criteria to identify the student with the Giftedness exceptionality.

• The Giftedness/Learning Disabilities criteria includes a psychological assessment indicating that the student is functioning at or above the 84th percentile on the General Ability Index (GAI) on a recently administered Wechsler Intelligence Scale for Children – 4th Edition (WISC-IV), Canadian norms, OR Wechsler Intelligence Scale for Children – 5th Edition (WISC-V), Canadian norms

AND

• At or above the 98th percentile on either the Verbal Comprehension Index or Perceptual Reasoning Index of the WISC-IV, Canadian norms, OR at or above the 98th percentile on either the Verbal Comprehension Index or Visual Spatial or Fluid Reasoning Index of the WISC-V, Canadian norms

PLEASE NOTE:

Only the IPRC can determine when the Learning Disability criteria for Giftedness identification will be used, based on documentation and consultation.

Special Education Programming for Students with Giftedness

Students who meet the criteria for identification of Giftedness may, through the TDSB IPRC process, be placed in a congregated class setting. Alternatively, many students identified with Giftedness choose other enriched education opportunities, including differentiated learning opportunities in the regular class, French Immersion and TDSB specialized programs (e.g., International Baccalaureate Program, Advanced Placement, Elite Athlete Programs, School for the Arts, as well as Math, Computer and Science-focused programs), or cluster groupings by subject. For a variety of reasons some students identified with Giftedness prefer to remain in the regular program in their neighbourhood school.

When placement in a Gifted Program is turned down, attendance in the home school continues. An Individual Education Plan is developed in which provision is made for the accommodations required to address the student’s specific learning needs. A plan for some school-based enrichment opportunities can also be developed. Regardless of classroom placement, it is crucial that development and careful monitoring of the IEP take place for all identified students. Please Note: A later requested change in level

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of support from a regular class to a special education Gifted class must be done through an FOS or Central Review IPRC.

Although students identified with the exceptionality of Giftedness may demonstrate superior intellectual ability, there may be other learning and behavioural needs that need to be addressed. Students with the most severe needs may demonstrate a marked disparity between the expected and observed achievement in the area of academic, communication, or social-emotional skills. These students may require intensive support placement in a Primary/Junior Intensive Support (ISP) Giftedness Program.

Student Profile for Intensive Support – Giftedness Students present evidence of the need for Intensive Support – Giftedness programming, through:

• Classroom documentation which includes: indicators of an unusually advanced degree of general intellectual ability a checklist /rating scale completed by the teacher demonstration of a need for enrichment programming

• Educational assessments report cards standardized educational assessments (e.g., Developmental Reading Assessment, PRIME) teacher observations and assessments

• Family documentation, which may include pictures of projects completed at home and information regarding participation in outside activities

Intensive Support Programming for Giftedness In Elementary Schools:

• Congregated Intensive Support Program – Giftedness Placement in an ISP provides more intensive support than the Community-Based Resource Model in home schools. ISP – Gifted are congregated programs characterized by a prescribed pupil teacher ratio and targeted instruction to address the full range of a student’s academic, emotional, and social development, while maintaining a focus on student achievement. These Intensive Support Programs are located within Families of Schools and are staffed by central resources. The number and location of these programs is determined by the profiles of students requiring intensive support. The recommended class size is 8 for Primary Intensive and 25 for Junior and Intermediate.

In Secondary Schools: In Secondary Schools, the class placement for Intensive Support Programs for Giftedness is "Special Education Class with Partial Integration". In other words, the students take some of their courses in congregated classes for students with a Gifted Exceptionality and they are integrated in other courses with students in the mainstream population. Students in Grade 9 and 10 are required to pursue four courses in the Gifted program. Students in Grade 11 and 12 are required to take two courses in the Gifted program. Senior grade course offerings may vary from site to site, however, most programs offer English, Math and Science courses in the Gifted program. Gifted program courses mirror the mainstream curriculum, but offer greater breadth and depth to the topics under study.

As of May 2015, there are170 ISP – Giftedness across the system.

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Mild Intellectual Disability

Ministry Definition A learning disorder characterized by:

a) An ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service

b) An inability to profit educationally within a regular classroom because of slow intellectual development

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

TDSB Determination for Mild Intellectual Disability Exceptionality In making its determination, a TDSB IPRC will consider the following:

Classroom Documentation Educational Assessment

• Academic and social performance below the range expected for age-appropriate placement

Input from Parents/Guardians Professional Assessment

• A psychological assessment indicating that the student’s functioning, in meaningful intellectual and adaptive domains, lies between the 5th percentile and the 1st percentile.

Special Education Supports for Mild Intellectual Disability (MID) Cognitive skills and intellectual ability involve varying degrees of sensory awareness, attention, processing, memory, and concept development. Students who demonstrate cognitive skills below age expectations usually require program accommodations and modifications to meet their varied learning needs. Their cognitive abilities may vary widely and can be measured by a qualified practitioner using norm-referenced individual assessments and an adaptive measures tool. However, the determination of needs is based not only on the degree of intellectual strengths or weaknesses, but also on the ability of the student to be successful in his or her learning environment. Although integration into age-appropriate classroom settings is the first consideration, it may not always be the most enabling learning environment.

A range of placements must be available to meet the wide variety of abilities and challenges offered by members of this exceptionality grouping. Students with mild intellectual disabilities frequently require an alternative curriculum, which involves functional numeracy and literacy adapted for, and oriented toward, life and workplace skills. The goal of this curriculum is the development of basic skills that will lead to functional independence. Vocational and life skills are necessary for these students to become active and responsible members of society. Students with intellectual needs may also present additional challenges including social-emotional and health issues, which must be addressed and may require a flexible ratio or a specialized setting.

Flexibility in scheduling, as well as planned opportunities for concrete and relevant learning are important in designing a functional and meaningful program for students with mild intellectual disabilities. The opportunity to be included in the life of the school, regardless of placement in a regular class with support, or in a more intensive congregated setting, is very important to build student confidence and self-esteem. In congregated environments, support and communication between students who are intellectual peers can provide an equally positive and enriching learning environment for some students.

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Student Profile for Intensive Support – Mild Intellectual Disability Students requiring Intensive Support for Mild Intellectual Disability:

• Are usually identified with the exceptionality of Mild Intellectual Disability. Students identified under other exceptionalities may qualify for MID intensive support, when they have a learning profile that indicates the need for the kinds of instruction, supports and services provided in MID intensive support programming

• Show evidence of lack of success in the regular classroom setting with appropriate accommodations, modifications and Resource support

• Are functioning academically substantially below grade level to the extent that access is needed for targeted instruction in a classroom setting with a reduced pupil teacher ratio and additional educational assistant support

Intensive Support Programming for Mild Intellectual Disability (MID)

In Elementary Schools: • Home School Program (HSP) for up to 50% of the day

Students who are not placed by IPRC directly into an ISP should begin receiving intensive support in the Home School Program. The HSP offers small group instruction, a smaller pupil teacher ratio, educational assistant support and needs-targeted instruction, in the neighbourhood school. HSP programs address a mix of exceptionality program needs and focuses instruction primarily in Language and Mathematics. Full integration in regular classes occurs during the non-HSP portions of the day. Class composition and size varies based on school organization and clustering of student program needs. If difficulties persist, the student may proceed to an FOS or Central IPRC where an ISP – MID placement could be considered. The IEP and teacher evaluation must document student needs beyond what can be provided in the HSP program.

• Congregated Intensive Support Program – Mild Intellectual Disability

ISP - MID provide more intensive support than the Community-Based Resource Model in home schools. Student need for Intensive Support programming is expected to be of a specific time duration, to be reviewed regularly with the intent to return to the regular class. Students placed in an ISP – MID show evidence of lack of success in the Home School Program. Teacher assessment shows evidence of need for ISP MID support with the student functioning academically below grade level by a minimum of: Two years in literacy and numeracy in the primary grades Three years in literacy and numeracy in their junior grades Four years in literacy and numeracy in their intermediate/senior grades

It is only through an FOS or Central IPRC that placement in an ISP – MID may be considered. ISPs are congregated programs characterized by smaller class sizes, a reduced pupil teacher ratio and additional educational assistant support. Instruction is targeted to address the full range of a student’s academic and adaptive skills, as well as emotional and social development. Planned opportunities for successful integration with regular programs are expected. These Intensive Support Programs are located within Families of Schools and are staffed by central resources. The number and location of these programs is determined by the profiles of students requiring intensive support. The recommended class size varies by school division: Primary – 10 to 12; Junior – 12 to 14 and Intermediate – 14 to16.

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In Secondary Schools:

Many students identified with Mild Intellectual Disabilities attend their neighbourhood secondary school and have access to locally developed courses and course modifications that permit credit accumulation. They also receive support through:

• Secondary Resource Program (RSE) This is a non-credit-bearing assignment provided for a student to receive support particular to a student’s needs as reflected in the IEP. The support is highly individualized and determined in collaboration with subject teachers

• Secondary Learning Strategies Course (GLE) This is a credit-bearing course which only students with IEPs may take, whether or not they have been identified with an exceptionality by an IPRC. It has a specific mandated curriculum determined by the Ministry of Education. The student must meet an appropriate proportion of the course expectations to achieve a credit, and may earn up to 4 GLE credits in their secondary years.

Some secondary students identified with MID may require more intensive support through an alternative curriculum of functional numeracy and literacy oriented toward vocational and life skills. These students may access congregated intensive support MID programs available in specific secondary schools and in a small number of regionally-based congregated settings. In these programs, students receive smaller class instruction within a larger community of intellectual peers. The programs in these settings build student confidence and self-esteem while developing basic skills that will lead to functional independence. The recommended class size is 14 to 16.

As of May 2015, there are 139 ISP – MID across the system.

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Ministry Definition A combination of learning or other disorders, impairments, or physical disabilities that is of such a nature as to require, for educational achievement, the services of one or more teachers holding qualifications in special education and the provision of support services appropriate for such disorders, impairments, or disabilities.

TDSB Determination of Multiple Exceptionalities When a student has more-than-one exceptionality, TDSB practice is to identify each exceptionality.

Student Profile for Intensive Support – Multiple Exceptionalities

Intensive support is recommended when students have documented needs in a variety of areas, one of which is cognitive impairment. Other needs may include one or more of the following:

• Communication • Physical • Behaviour

Students with multiple exceptionalities generally require a small class setting and intensive support from a qualified special education teacher and an Educational Assistant.

Intensive Support Programming for Multiple Exceptionalities (ME) Placement in an ISP provides more intensive support than the Community-Based Resource Model in home schools. ISPs are full-time, congregated programs characterized by smaller class sizes, a reduced pupil teacher ratio and additional educational assistant support. Instruction is targeted to address the full range of a student’s needs.

TDSB has phased out congregated ISP for “Multiple Exceptionalities”. When a student has more-than-one exceptionality, TDSB practice is to identify each exceptionality. In making its determination for intensive support placement, the IPRC tries to find the closest match between the documented needs of a student and the kinds of instruction, supports and resources available in the different kinds of intensive support programs.

Multiple Exceptionalities

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Blind/Low Vision

Ministry Definition A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely.

TDSB Determination of Blind/Low Vision Exceptionality

In making its determination, a TDSB IPRC will consider the following:

Classroom Documentation • Information about student’s vision is obtained from student, parents/guardians and school personnel

Educational Assessment • A functional assessment (visual or tactile) at the student’s school

Input of Parents/Guardians Professional Assessment

• An eye report from an optometrist or ophthalmologist that indicates a visual field of 20 degrees or less, or visual acuity of 20/70 or worse after best correction in the better eye.

Special Education Supports for Blind/Low Vision Students Students who are Blind or have Low Vision may require various types of accommodations (not modifications) to access the curriculum. The kind and degree of support required by students with visual impairment is based on the assessed needs of students referred to the program. Needs are assessed through Functional Vision Assessment, Functional Tactile Assessment, Learning Media Assessment, Orientation and Mobility Assessment. Support is provided through the TDSB Vision Program by an Itinerant Vision Teacher and is tiered according to need.

Students who require minimal (“Tier 1”) support receive it from an Itinerant Vision Teacher (e.g., 2 – 3 visits per year). Students who require slightly more individualized accommodations for their vision-related needs receive an increased number of visits from the Itinerant Vision Teacher, (“Tier 2” support), such as one visit per month (or more, as needed). Students who require more intensive, “Tier 3” support for their blindness or low vision-related needs (e.g., braille, visual skills training) receive direct instruction from an Itinerant Vision Teacher. Students receiving Tier 3 support are typically identified as Blind/Low Vision through the IPRC process. They are learning disability-specific skills, which are documented in the student’s IEP as “Alternative Curriculum” areas. Progress in the alternative curriculum area is reported in the Blind/Low Vision Alternative Report Card Addendum to the Provincial Report Card.

Itinerant Vision Teachers hold specialized qualifications through the Ontario College of Teachers in “Teaching Students who are Blind”. This specialized training enables them to make recommendations to support classroom/subject area teachers regarding curricular and instructional accommodations for the student who is visually impaired. It also qualifies them to determine a student’s literacy medium (braille, enlarged print, digital) and assistive technology needs. The TDSB Vision Program promotes the acquisition of age-appropriate independence skills for students with visual impairment. Generally, as students acquire skills from the Expanded Core Curriculum (a disability-specific curriculum for learners with visual impairment, typically reflected in the IEP) they develop greater independence and rely less on direct intervention by Itinerant Vision Teachers.

Physical Exceptionalities

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Some students with visual impairment require additional instruction in age-appropriate travel skills to ensure safety within the school and in the local community. Orientation and Mobility Specialists hold specialized certification that enables them to instruct students with visual impairment to travel as independently and safely as possible, with or without the use of a white cane or dog guide.

Use of assistive technology is of growing importance to the Vision program. For instance, the staff of the Vision Program can teach students with low vision how to maximize their remaining vision to access the curriculum, using a laptop computer with screen enlargement program. Other advances in assistive technology (such as speech output, braille embossers (printer), scanners, portable braille note-taking devices, etc.) are helping students who are visually impaired access the curriculum more independently and quickly.

Intensive Support Program – Blind Low Vision (B/LV) The TDSB does not have congregated Intensive Support Programs for students who are visually impaired. All students who receive support through the TDSB Vision Program (blind or low vision) attend their local schools or some other specialized program that addresses an additional special education need.

As of May 2015, TDSB is serving 377 students with Blind/Low Vision special education needs.

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Physical Disability

Ministry Definition A condition of such severe physical limitation or deficiency as to require special assistance in learning situations, to provide the opportunity for educational achievement equivalent to that of pupils without exceptionalities who are of the same age or developmental level.

TDSB Determination of Physical Disability Exceptionality In making its determination, a TDSB IPRC will consider the following:

Classroom Documentation Educational Assessment Input from Parents/guardians Professional Assessment

• A medical and/or occupational/physical therapy assessment • A psychological assessment (when deemed appropriate)

Special Education Supports for Students with Physical Disabilities TDSB provides a continuum of supports for students with Physical Disabilities. Students with physical needs must have access to all aspects of school life in an accessible environment. They may also have additional educational needs requiring more intensive academic support. The placement and setting for intensive support will depend on the complexity of the student’s needs. Settings include:

• Designated Sites

• Intensive Support Program – Physical Disability (ISP – PD)

• ISP – PD Congregated School

Designated Sites TDSB has identified selected schools throughout the Board as ‘designated sites’. Designated sites are accessible for students with physical disabilities who only require barrier free access to a school environment to meet their mobility and safety needs. Students are placed at a designated site by the special education department, with or without an IPRC. A current medical or OT/PT report outlining needs is required. Students placed at a designated site are appropriate to attend a regular class or may receive support through the school’s Community-Based Resource Model (CBRM). They may need to access occasional support for mobility and activities of daily living.

Intensive Support Program – Physical Disability (PD)

The ISP – PD is a special education placement in which students may spend a portion of each day in a regular class setting. Educational assistance is provided to support student needs related to mobility, activities of daily living, health and personal care. These classes are also supported by Professional Support Services personnel, who offer consultative input regarding program expectations and strategies. They include an occupational/physiotherapist, as well as a speech and language pathologist, psychologist and social worker. The partnership between Professional Support Services and outside agencies is an important factor in providing support for staff and parents/guardians.

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Students with physical disabilities are placed in an Intensive Support Program – Physical following a SEPRC recommendation or an IPRC decision. They may have an additional communication or mild intellectual disability exceptionality and have the need for additional support from a special education teacher. Consideration of the barrier-free requirements for other special education congregated programs is a factor when planning all intensive support program locations. ISP – Physical Congregated School

Students with very challenging and complex physical needs, as well as additional learning needs such as communication or MID, may be placed in a highly specialized school environment with peers of similar abilities. Seamless support to meet both academic and personal care needs related to mobility and activities of daily living is provided in this setting.

The program is accessed following a SEPRC recommendation or IPRC decision, and upon the recommendation of the special education department.

As of May 2015, there are 33 ISP – PD system-wide.

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Identification, Placement, and Review Committee (IPRC) Process – Per Regulation 181/98 IPRC Structure

Students being considered for identification of an exceptionality and special education programs and/or services may be presented to an Identification, Placement, and Review Committee (IPRC). The TDSB has the following IPRC structures:

Family of Schools IPRC Membership • Family of Schools Principal • Family of Schools Special Education Coordinator / Regional Special Education Vice Principal • Psychological Services Staff Representative

Central IPRC Membership • Supervising Principal of Special Education • Family of Schools Special Education Coordinator • Chief of Psychological Services

School-Based IPRC Membership (for the Annual Review) • School Principal/Vice-Principal

And any two of the following: • Family of Schools Special Education Consultant • School Special Education Teacher • School Classroom Teacher

The Chair of each TDSB IPRC is the principal representative. Principals who are knowledgeable about special education policy and procedures are invited by the Special Education Department to be part of the committee.

IPRC decisions are determined by a simple majority.

Resident students enrolled in and attending a TDSB school are eligible for consideration by a TDSB IPRC. Students registered, but not yet attending a TDSB school, who may require an intensive support special education program upon enrolment, are not eligible for an IPRC but may be presented to a Special Education Program Recommendation Committee (SEPRC). (For more information about this process, please refer to the section on Special Education Program Recommendation Committee.)

IPRC Referral Steps • Parents/Guardians or principal may request an IPRC • The principal completes the IPRC Referral and submits all the required documentation to the

appropriate special education representative, using the web-based SAP CRM application • Where new documentation becomes available after the initial submission, the principal ensures that

it is added to the on-line referral • Within 15 days of a written request by parents/guardians for an IPRC, the principal must provide

parents/guardians with a copy of the Guide to Special Education for Parents/Guardians (Appendix A) and a written statement of approximately when the committee will meet

• At least ten days before an IPRC meeting, parents/guardians must receive written notice of the time and place of the meeting

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• Parents/Guardians must receive a copy of all documentation to be considered at the IPRC with the letter of invitation

• Principals must inquire in advance of the meeting whether the parents/guardians have any additional documentation for the consideration of the IPRC. The principal must then forward this documentation to the IPRC, to be received at least five days prior to the meeting

• The TDSB conducted 7120 original IPRCs during the 2014–2015 school year

Documents Required for an IPRC • An educational assessment (as per Regulation 181/98: Subsection 15 [1]) • The most recent Provincial Report Card (and where the most recent report card is the Progress

Report Card, the previous Provincial Report Card must also be included.) • An Individual Education Plan (IEP) • A psychological assessment (as described on page 43), with respect to exceptionalities and/or other

relevant professional assessments • A completed Individual Learning Profile (ILP) form from the most recent School Support Team

meeting with a recommendation to proceed to IPRC • Other relevant information gathered by the School Support Team • Student work samples (part of the school presentation) • Any documents which parents/guardians may deem relevant to an IPRC • A record of consultation with parents/guardians

Functions of the IPRC • Describe and provide a statement of the student’s strengths and needs • Determine whether a student is exceptional and specify the area(s) of exceptionality • Decide an appropriate placement for the student—regular class or special education class • Decide an appropriate setting for the student based on the placement:

Regular Class – indirect support, resource assistance or withdrawal assistance Special Education Class – partial integration or full time

• Discuss and make written recommendations regarding special education programs and services • Where the committee has decided that the student should be placed in a special education class,

state the reason for that decision • Provide a written statement of decision outlining the decisions of the IPRC and any program/services

recommendations made

Attendance at the IPRC • Parents/Guardians and students 16 years of age or older are invited to attend and participate. Every

effort is made to accommodate the schedules of all attendees. The IPRC may proceed if the parents/guardians are not in attendance

• A referring school administrator and the teacher(s) who know(s) the student best and who can speak to the student’s strengths, needs, programming, interventions and assessments must attend

• Resource people may attend where clarification of information is required. Typically, the TDSB Professional Support Services staff who have authored a report do not attend the IPRC

• The school principal arranges for an interpreter to assist the parents/guardians where appropriate • An advocate for the parents/guardians may provide support or speak on their behalf

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Presentations to an IPRC • The student’s school administrator provides a general overview of the student’s history, to provide

context for the IPRC. The student’s OSR should be available • School staff provides a detailed summary of the student’s current strengths and needs, academic

performance, and presenting issues. Teaching strategies and interventions implemented are shared indicating their degree of success along with current assessment data. Edited and unedited work samples must be available to provide a sense of the student’s potential and ongoing classroom performance.

• The IPRC Chair invites parents/guardians and any other attendees to participate in discussions about the student

• The IPRC decisions are determined in the presence of all attendees and are recorded on the statement of decision

IPRC Annual Reviews • A review IPRC meeting must be held within the school year unless the principal of the school at

which the special education program is being provided, received written notice from the parents/guardians waiving the annual review

• Parents/Guardians may request a review IPRC be held any time after a student has been in a special education program for three months

• The most recent Provincial Report Card and any other current educational or professional assessments constitute the documentation given consideration at the Annual Review. It is expected that the student’s progress, strengths, and needs will be discussed within the context of the IEP, where parental permission has been provided.

• As indicated in the Ministry of Education document Learning for All (2011), educational assessments may include a range of tools including classroom observation, classroom assessments, commonly used school board assessments and teacher-created assessments.

• The TDSB conducted 16,310 IPRC Reviews (including Level 1, Level 2 and Central Reviews) during 2014–2015

Resolving Disputes

In situations where there is disagreement, effective communication is essential to clarify information and resolve issues. The goal is to have the best interests of the student foremost in all discussions. The document Shared Solutions, available on the Ministry of Education website, is an excellent resource for all parties to reference should disputes arise.

As part of the IPRC process: • Principals ensure that parents/guardians receive a copy of the Guide to Special Education for

Parents/Guardians (See Appendix A) • Parents/Guardians consult with the school principal and/or special education staff to clarify decisions

of the IPRC • The Supervising Principal of Special Education for the appropriate region provides information to all

parties to assist with procedures and protocols

Where parents/guardians would like reconsideration of a decision made by an IPRC, a number of options are available. Parents/Guardians are encouraged to approach the school principal to address any concerns or issues regarding the formal identification or placement of their child. The Regional Supervising Principal of Special Education is also available for support.

Parents/Guardians may ask to have the IPRC reconvened to present new or clarify information. Should resolution not be achieved, the parents/guardians may proceed with a formal appeal.

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Formal Appeal Process

The Appeal Process is fully detailed in Regulation 181/98, Part VI, Subsection 26, “Appeals from Committee Decisions.” Details about the Appeal Process can be found in the TDSB Guide to Special Education for Parents/Guardians. (See Appendix A)

As of June 30, 2015 zero appeals and zero tribunals were conducted in the TDSB in 2014–2015.

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In-School Support Team (IST) and School Support Team (SST) In planning an educational program for a student with special education needs, the teacher begins by considering the student’s strengths, needs and instructional levels. These are usually determined through teacher-conducted educational assessment, (taking into account other professional assessment data when available and appropriate to do so), with the understanding that, “The primary purpose of assessment and evaluation for students with special education needs, as for all students, is to improve student learning.” (Growing Success: Assessment, Evaluation and Reporting in Ontario Schools)

Teachers working with students with special education needs use a variety of educational assessment strategies and tools, including (but not limited to) direct observation, portfolios, journals, rubrics, tests, projects, and self- and peer assessment. These strategies assist in collecting the kinds of information required to support evidence-based program delivery:

• Identifying the student’s needs

• Supporting accurate decisions about the student’s program and/or services

• Determining a range of options relating to instructional planning and next steps (i.e. referrals)

• Selecting necessary interventions to enable the student to demonstrate achievement

Individual Learning Profile (ILP)

The TDSB has established a process to collect, maintain, and use assessment information to guide programming decisions for students who are experiencing difficulties in school. This is accomplished through the development of an “Individual Learning Profile” (ILP).The development of Individual Learning Profiles, through frequent and accurate assessment, evaluation, and progress monitoring by the classroom teacher, comprises the engine that drives change in instruction to meet the needs of students (Lyon, Fletcher, Fuchs, & Chhabra). This is considered to be particularly effective when begun in the primary grades, so students who are at risk can be recognized early and provided with the appropriate intensity of instruction to prevent later, persistent difficulties. (Vaughn, Linan-Thompson & Hickman, 2003)

The ILP enables teachers to compile a more detailed and precise collection of information about the student’s current strengths and needs. Progress, or the lack thereof, is noted in the ILP and strategies are outlined and regularly evaluated. Based on this information, the teacher(s) can provide instruction that is more personalized and precise, to target the critical skills that the student requires. The ILP tracks on-going assessments, instructional levels in the areas of difficulties, interventions, recommendations, outcomes and follow-up to address the needs of the student. The frequent monitoring of student progress and the use of assessment data focusing on learning rate and level, help to identify students who are facing challenges in learning. [For a look at the elementary form see Appendix C (4) and for secondary, see Appendix C (5).]

A Tiered Approach to Interventions When students have persistent learning challenges, the need for more intensive instructional support or for special intervention may have to be considered. The TDSB uses a tiered approach when considering academic supports. The “tiered” approach is a systematic approach to providing high-quality, evidence-based assessment and instruction, and appropriate interventions that respond to the individual needs of students. Through a school-based team-consultation process, the nature, intensity, and duration of interventions is decided on the basis of evidence provided in the ILP. This approach promotes the early identification of students who are at risk, and facilitates planning of specific assessment and instructional interventions of increasing intensity.

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In a tiered approach, some strategies are used with ALL students, such as differentiated instruction. Other strategies are used with SOME students, who require an increased level of personalized support. A FEW students will require more intensive interventions.

TIER 3 – For FEW Intensive, individualized interventions Seek urgent response from central supports Involve external agencies and resources

TIER 2 – For SOME First line interventions Begin discussion at SST Consider additional assessments Access professional and other central resources Review strategies in existing reports Target professional learning

TIER 1 – For ALL School and classroom-based strategies Discuss at IST Implement IST recommended strategies Arrange for peer coaching and/or professional learning for staff

In-School Support Teams and School Support Teams (IST/SST)

The In-School Support (IST) and School Support Team (SST) structure provides a consistent process to address the needs of our most vulnerable students. These Team consultations facilitate open discussion of student-related strengths and needs within the context of the local school and support a tiered approach to planning interventions. The Teams create opportunities to collaboratively develop, review, monitor, and evaluate, coordinated plans of action and appropriate interventions designed to best serve the special education needs of students.

Assumptions Underlying the IST and SST Process:

• Providing for students’ needs is an ongoing assessment and evaluative process which initially includes teacher-based educational assessment

• The majority of students’ needs can be met within the local school with the use of universal design for learning, a tiered intervention approach and differentiated instruction

• Ongoing classroom differentiation and accommodations to address students’ special education 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

• Collaboration with parents/guardians and students (who are 16 or older) is valued and procedures are in place to facilitate communication

FEW

SOME

ALL

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The IST and SST processes provide forums 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 • Communication between home and school

Effective In-School and School Support Teams establish: • Clear goals, roles/responsibilities and timelines • Regular and efficient meetings • Multi-disciplinary membership • Ongoing evaluation of team effectiveness • A school-based professional learning plan • Open communication and partnerships among home, school, and community resources

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 IST/SST meetings.

The In-School Support Team (IST) The IST provides initial support to the classroom teacher, through collaboration among staff within the school to better understand the student’s needs. Team members share expertise and a sense of ownership for meeting those needs. The IST is comprised of school-based staff including an administrator and special education teacher, often the Methods and Resource Teacher (MART) or Resource teacher in elementary schools. At the secondary level, the IST may be referred to as the “Student Success Team” and may include the Curriculum Leader (CL) or Assistant Curriculum Leader (ACL) of Special Education.

Referral to an IST presupposes that sound classroom instruction, based on successful practice for all students, has been unsuccessful for the student whose needs are being discussed. In preparation for the IST meeting, the teacher instructs and assesses the student in a variety of learning situations to gain understanding of the student’s development (e.g. physical, social, emotional, language, and intellectual). The significant details of the student’s growth and learning are recorded in the “Individual Learning Profile” (ILP) and presented at the IST meeting. Team members collaborate to develop an action plan of intervention strategies, and to coordinate efforts among all staff that interact with the student.

It is recommended that the IST meet regularly (e.g., monthly). When an extremely urgent or exceptional situation arises, immediate discussion with the appropriate Support Services or Special Education professional is appropriate.

The School Support Team (SST) When the IST has done all it can to understand and address the student’s needs, and determines that more support is required, the student should be referred to the SST.

All students must be reviewed at an IST prior to a referral to an SST.

Referral to the SST enables the concerns about the student to be discussed by a broader team of representatives from Special Education, Psychology, Social Work, Attendance Counselling, Speech-Language Pathology, Occupational Therapy and Physiotherapy, parents/guardians/caregiver/students over 16 years of age, outside agencies and others as required. All SST participants bring complementary skills and knowledge to the team consultation, to meet the student’s special education needs.

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Role of Professional Support Services at SST Pre-existing assessment information shared by parents with school staff is useful at both IST and SST meetings, to help determine relevant educational goals and implementation strategies that are based on the student’s unique learning profile. Possible types of assessments include speech/language, occupational/physiotherapy, behavioural, psychological and psychiatric. Medical/health documentation is also critical information that can used to inform the IST/SST.

At a School Support Team (SST) meeting, members of Professional Support Services bring knowledge, experience and expertise to the table, to assist the teacher in meeting a student’s educational needs and to determine when referrals for additional professional assessments would be useful. Each service is able to assist in the following specific ways:

Child and Youth Services Staff contribute expertise regarding the connections between social/emotional development, mental health and well-being, behaviour and student achievement.

Occupational and Physio-Therapists (OT/PT) contribute specialized knowledge of physical and developmental disabilities and sensory integration disorders – interpreting medical health issues and their effect on learning and providing programming suggestions and curriculum/environmental modification and accommodations to ensure full participation and achievement of students.

Psychologists contribute to the development of effective classroom programming interventions and behavior management techniques, especially for high-needs or at-risk students, by providing information about learning profiles, mental health and well-being issues and behavioural strategies.

Social Workers contribute expertise regarding the connections between social/emotional development, mental health and well-being, family involvement and student achievement.

Speech and Language Pathologist (SLP) contribute specialized knowledge and resources regarding the connections between communication, learning, literacy and social development.

Parents/guardians or students (who are 16 and older) must give written or oral permission to discuss the student’s needs when a member of Professional Support Services is in attendance at an SST and identifying student information (e.g., name) is used. This practice is in compliance 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 / Student Involvement Active involvement of parents/guardians and students (who are 16 and older) enhances the effectiveness of the IST/SST process and they are valued partners in this process. Parents/Guardians and students (who are 16 and older) must be invited and are encouraged to attend the SST meetings. Translations of the invitation for parents to attend the SST are available in 16 languages and translation services at the meeting can be arranged by the school principal.

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Individual Education Plan (IEP)

An IEP is a written plan describing the special education program and/or services required by a particular student. It identifies any accommodations and special education services needed to assist the student in achieving his or her learning expectations. It also outlines learning expectations that are modified from or alternative to the expectations given in the curriculum policy document for the appropriate grade and subject or course.

Accommodations: Changes in curriculum delivery to individual students in ways that are appropriate to their identified learning needs. These may be in the form of individualized teaching and assessment strategies, human supports, and/or individualized equipment. Accommodations allow a student to participate in learning without any changes to the knowledge and skills the student is expected to demonstrate.

Modification: Changes made in the age-appropriate, grade-level expectations for a subject or course in order to meet a student’s learning needs. Such changes may reflect a decrease in the number or complexity of expectations.

TDSB Guidelines for Individual Education Plans The TDSB has developed guidelines for the implementation of Ministry of Education Standards with regard to IEPs.

An IEP is… • A written plan describing the special education program and/or services required by a particular

student, based on a thorough assessment of the student’s strengths and needs – that is, the strengths and needs that affect the student’s ability to learn and to demonstrate learning

• A written plan for a student who requires accommodations, modifications to the learning expectations of the age-appropriate grade level, and/or an alternative curriculum

• A written plan by which teachers monitor, assess, evaluate, and review a student’s program

• A written plan developed in consultation with parents/guardians teachers, other professionals, and where appropriate, agency personnel and/or the student

• A flexible, working document that must be reviewed and updated at least once in every reporting period

• An accountability tool for the student, parents/guardians, and everyone who has responsibilities under the plan for helping the student meet the IEP goals and expectations

• An ongoing record that ensures continuity in programming

• A document to be used in conjunction with the Progress Report Card and the Provincial Report Card

An IEP is not… • A daily lesson plan itemizing every detail of the student’s education or a description of everything

that will be taught to the student

• An educational program or set of expectations for all students

• A means to monitor the effectiveness of teachers

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Developing an Individual Education Plan As part of ongoing communication with parents/guardians, clear documentation is provided to outline the interventions used to assist a student who is having difficulty meeting the grade-level expectations. Part of that communication is an explanation of the continuum of support available to the student, which may include the introduction of an IEP at some point. It is expected that parents/guardians will be consulted in the development of the IEP. (See Appendix B, which contains a facsimile of a blank IEP.)

Students identified by an Identification, Placement, and Review Committee (IPRC) must have an IEP completed within 30 school days of placement in a special education program (Reg. 181, Section 3). An IEP may be developed for students who have not been formally identified as exceptional but who require special education programs and/or services. However, the TDSB position is that students who are not exceptional may receive Resource support for one reporting period without the development of an IEP. An IEP is required when the principal, in consultation with members of the In-school Support Team (IST) or School Support Team (SST) determines that:

• Continued Resource support beyond one reporting period is required for an unidentified student • A student’s achievement will be assessed on the basis of modified and/or alternative expectations • A student regularly requires accommodations for instructional or assessment purposes

The IEP reflects the school board’s and the principal’s commitment to provide, within the resources available to the school board, the special education program and services needed to meet the identified strengths and needs of the student. The IEP helps teachers monitor the student’s progress and provides a framework for communicating information about the student’s progress to parents/guardians and student. Expectations are written in measureable goals and are usually few in number, with a clear link between the learning expectations outlined on the various program pages of the IEP and what is reported on the Progress Report Card and the Provincial Report Card. If a student is working on modified and/or alternative expectations (as defined in section 4.1 of the Ministry Standards document for IEP), a representative sample of the student’s learning expectations in each subject, course, or skill area must be recorded in the IEP.

The IEP must be reviewed and updated at least once in every reporting period to record any changes in the student’s special education program and services that are found to be necessary as a result of continuous assessment and evaluation of the student’s achievement of annual goals and learning expectations. The update in June focuses on providing key information to assist teachers as they begin to program for students in September. IEP Accommodations and Modifications in Secondary Settings In secondary schools, providing accommodations to students with special needs should be the first option considered in program planning. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners. If classroom teacher observation and on-going assessments reveal that, even with appropriate accommodations and supports, students with IEPs cannot demonstrate achievement of the expectations even to a limited degree, then modifications are considered. Modifications in secondary grades can impact on credit attainment. Teachers are expected to craft appropriate modifications that are effective in helping improve individual student success in school and support student credit accumulation. However, some subject/course expectations cannot be modified and an entire course cannot be modified without impact on credit attainment.

For most secondary school courses, modified expectations will be based on the regular curriculum expectations for the course but will reflect changes by:

• decreasing the number of regular curriculum expectations, and/or • decreasing the complexity of the regular curriculum expectations for the course

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Some “Specific” expectations considered to be “minor” can be deleted and a selection of the Specific expectations can be modified in terms of their breadth or depth and other measures of complexity. As a general rule, very few “Overall” expectations can be omitted entirely from a course, but selected Overall expectations can be modified in terms of breadth/depth, etc. A student must meet most of the Overall expectations of a specific course, including those modified, to be eligible for the credit. Additionally, expectations cannot be modified if in doing so it would jeopardize the student’s ability to enroll in the next level course; i.e. the modification does not undermine its status as a prerequisite.

Students may still require accommodations to help them achieve the learning expectations in subjects or courses with modified expectations. [For more about Secondary Course planning see “Choices” at: http://www.tdsb.on.ca/HighSchool/Guidance/Choices.aspx ]

All secondary courses can be modified with the exception of The Ontario Secondary School Literacy Credit Course (OSSLC). Achievement of the expectations in this course represents achievement of the literacy requirement for graduation; consequently, no modifications of the expectations are permitted. [The Ontario Secondary School Literacy Course (OSSLC), Grade 12, Ministry of Education, 2003 p.14]

The final decision as to whether or not a credit will be granted is made by the school principal. Credit granting is determined by a number of factors, including judgments about the degree of complexity of the modified expectations, and the number of expectations through which the student has demonstrated achievement in the course.

Responsibility for Implementation The school principal is responsible for ensuring compliance with all of the requirements described in this document for the development and implementation of student IEPs. For students who have not been formally identified as exceptional, it is ultimately the principal’s decision to introduce an IEP or determine that one is no longer required.

According to the IEP Standards document, it is the responsibility of the principal to ensure the following:

• An IEP is developed for every student who has been identified as exceptional by an IPRC. The principal will ensure that an IEP is developed for non-identified students who require a special education program and/or services for a period longer than one reporting period

• An IEP is developed within 30 school days after placement of the student in a special education program. Students with an IPRC placement of “Regular Class” and a program setting of Indirect Support, Resource Assistance or Withdrawal Assistance are in the Resource program. Students with an IPRC placement of “Special Education Class” and a setting of Partially Integrated or Full Time are in either the Home School Program or an Intensive Support Program

• For students identified as exceptional by an IPRC, the strengths and needs outlined in the IEP are based on and consistent with the description contained in the IPRC’s statement of decision, and reflective of any subsequent assessments conducted or observations made of the student

• The parents/guardians and the student (if 16 or older) are consulted in the development of the student’s IEP

• The parents/guardians and the student (if 16 or older) receive a copy of the IEP

• A copy of the IEP is included in the Ontario Student Record (OSR), unless the parents/guardians object in writing (Regulation 181/98, S.8)

• A Transition Plan is developed for all students with an IEP

• Applied Behaviour Analysis (ABA) methods are incorporated into the IEPs of students with Autism Spectrum Disorder (ASD) where appropriate, and relevant school board personnel and community personnel who have previously worked, and/or are currently working with a student with ASD, are invited to provide input and participate in the IEP process

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TDSB Implementation of the Ministry’s Standards for IEPs

In continued response to the Feedback Report to the TDSB from the Ministry’s Collaborative Review, the following actions have been taken:

• Annual training has continued for teachers with responsibility for writing IEPs, with particular attention given to teachers new to writing IEPs

• A detailed guide was updated to provide clarity to teachers and administrators regarding the expectations and content of the IEP.

All TDSB schools are now using the web-based application to develop their IEPs. The application continues to bring more efficiency to IEP development and provides an excellent means for data collection. Of note, the system allows monitoring of the stages of IEP development (Parent Consultation, In Process, Ready for Principal Review, IEP Complete – Ready for Parent), which has significantly improved compliance with the expectation that the IEP be completed within 30 school days of a student’s placement in a program.

Process for Dispute Resolution with Respect to the IEP The Ministry IEP Standards state the following:

“Although the IEP is developed collaboratively, the principal is ultimately responsible for each student’s plan. The principal must sign the IEP to indicate his or her assurance that the plan is appropriate to the student's strengths and needs and that it meets all of the standards outlined in this document.”

The principal is responsible for ensuring the development, implementation, and review of a student’s IEP, and that there is opportunity for consultation with the parents/guardians prior to the completion of the IEP. Their suggestions are incorporated into the student’s IEP whenever appropriate. However, the principal is not obliged to accept every/any suggestion made by the parents/guardians. The principal must give due consideration to all suggestions/requests and must inform the parents/guardians of the reason(s) for not including a suggestion or request.

In situations where there is disagreement about the existence or contents of the IEP, effective communication is essential to clarify information and resolve issues. The goal is to have the best interests of the student foremost in all discussions. The document Shared Solutions is an excellent resource for all parties should disputes arise. It is available on the Ministry of Education website at: http://edu.gov.on.ca/eng/general/elemsec/speced/shared.html )

When a disagreement between parents/guardians and Board staff regarding significant aspects of the IEP occurs, resolution of these issues will take place through the principal of the school and may include the following:

• Discussions with the parents/guardians, student (if 16 or older) and teacher(s) take place to identify the areas of concern and to determine appropriate solutions

• If a resolution is not reached through this process, a School Support Team meeting with the parents/guardians may be scheduled through the school principal, with appropriate staff invited to attend

• If the dispute regarding the IEP is not resolved through these stages, a meeting may be set up with the parents/guardians through the school principal and the appropriate Supervising Principal of Special Education. The Family of Schools Superintendent may also be consulted

• If all avenues have been exhausted, the Ministry of Education may be contacted for assistance, upon a written request from the parents/guardians

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Transition Planning

A Transition Plan is required for all students with an IEP.

Because the transition plan is part of the IEP, any provisions of the regulation that apply to the IEP also apply to the transition plan. In developing its Individual Education Plan (IEP) the TDSB has adhered to the Ministry’s policy document Individual Education Plans: Standards for Development, Program Planning, and Implementation, 2000 and Policy/Program Memorandum (PPM) No 156, Supporting Transitions for Students with Special Education Needs, which came into effect on September 2, 2014. (PPM 156 can be found at the following link: http://www.edu.gov.on.ca/extra/eng/ppm/ppm156.pdf )

Effective transition planning and implementation is important. Individualized transition plans that reflect a student’s strengths and needs provide the foundation for successful transitional experiences that support the building of student resiliency. IEP Transition Plans must be individualized and personalized for our students. Communication and collaboration with parents/guardians and community members are essential.

The IEP, including the Transition Plan, is a living document which must be reviewed to address the changing needs of our students and updated, as needed after each reporting period. As stated in the Ministry’s Standards document, every Transition Plan must include the following elements:

• Specific transition goals and support needs. The goals must be realistic and must reflect the strengths, needs and interests of the student

• The actions required, now and in the future, to achieve the stated goals. The actions identified must build on the student’s identified strengths, needs and interests

• Roles and responsibilities – The person or agency (the student, parents, educators, providers of specialized support and services, community agencies) responsible for or involved in completing, or providing assistance in completing each of the identified actions

• Timelines for the implementation and/or completion of each of the identified actions.

PPM 156 directs that Transition Plans be developed for ALL students who have an IEP, including those who are solely gifted, and whether or not they are deemed to be exceptional. At the Board’s discretion – Transition Plans MAY be developed for students who receive special education programs and/or services but do not have an IEP and/or have not been identified as exceptional.

A Tiered Approach to Transition Planning

Transition Planning requires targeted intentionality and a tiered approach to address individual student needs. Transition plans should not be “one size fits all” – differing kinds of transitions require different degrees of support. A tiered approach ensures that strategies will address the varying needs of students. Planning for such transitions is incorporated into the program pages of the IEP with specific goals and strategies to facilitate the transition(s).

‘Small t’ transitions: • Involve a student transitioning from activity to activity within the classroom or locations within the

school • Focus on instructional strategies to be used with the student during the school day

‘Big T’ transitions: • Involve changes to students’ pathways in terms of location, school and/or program • May involve significant change and support from adults to facilitate an effective transition

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A tiered approach to transition planning means that transition plans will vary from student to student and from year to year.

For FEW Increased number and complexity Individualized timetables, tours, visits and materials For SOME Increased degree and specificity Partnering with a ‘buddy’, following a timetable, Transition materials, summer transition program For ALL Broadly held and common needs School visits, orientation nights, Tours, Teacher transition meetings

A tiered approach also addresses the world beyond school. A student’s IEP must include a Transition Plan for the student’s transition for life after school – to further education, from school to work, and for life in the community, as per the following examples:

Education Transitions • School Entry – new to school, new to Board, school to school, entry to school in JK, from an outside

agency to school • Transitions within School – between grades, from one program area or subject to another • To post-secondary – pathways to college, university, work, etc.

Community Transitions • Links to Resources – transition to agencies, services, funding and/or respite • Recreation/Leisure – support to access after school programs, summer camps • Managing in the Community – TTC training, mobility in the community, life skills beyond school (e.g.

preparing for independent or assisted living)

Employment Transitions • Unpaid/volunteer – various opportunities that would allow students to meet the criteria of 40

volunteer hours for graduation and/or develop experiences for future pathways, co-op placements • Paid – part-time work, apprenticeships

The Transition Plan must be developed and reviewed as part of the IEP in consultation with the parents/guardians or student (as appropriate). Consultation should also involve relevant community agencies and/or partners (as necessary) and/or a post-secondary institution (where appropriate). If a student does not need a transition plan, the plan should state that no action is required at this time.

The school principal is responsible for ensuring that student transition plans are developed, implemented and maintained in accordance with the requirements.

For

FEW

For SOME

Transition Planning for ALL students

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Ministry of Education – Special Education Roles and Responsibilities

The Ministry of Education has begun to define roles and responsibilities in elementary and secondary education in several key areas:

• Legislative and policy framework • Funding • School system management • Programs and curriculum

It is important that all involved in special education understand their roles and responsibilities, which are outlined below.

The Ministry of Education: • Defines, through the Education Act, regulations, and policy/program memoranda, the legal

obligations of school boards regarding the provision of special education programs and services, and prescribes the categories and definitions of exceptionality

• Establishes the funding for special education through the structure of the funding model, which consists of the Foundation Grant, the Special Education Grant, and other special-purpose grants

• Requires school boards to report on their expenditures for special education

• Sets province-wide standards for curriculum and reporting of achievement

• Requires school boards to maintain special education plans, review them annually, and submit amendments to the Ministry

• Requires school boards to establish Special Education Advisory Committees (SEACs)

• Establishes Special Education Tribunals to hear disputes between parents/guardians and school boards regarding the identification and placement of exceptional pupils

• Establishes a provincial Advisory Council on Special Education to advise the Minister of Education on matters related to special education programs and services

• Operates Provincial and Demonstration Schools for students who are deaf, blind, or deafblind, or who have severe learning disabilities

The District School Board: • Establishes school board policy and practices that comply with the Education Act,

regulations, and policy/program memoranda

• Monitors school compliance with the Education Act, regulations, and policy/program memoranda

• Requires staff to comply with the Education Act, regulations, and policy/program memoranda

• Provides appropriately qualified staff to provide programs and services for the exceptional pupils of the board

• Obtains the appropriate funding and reports on the expenditures for special education

• 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

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• 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 Plan

• 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

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The Teacher: • Carries out duties as outlined in the Education Act, regulations, and policy/program memoranda

• Follows board policies and procedures regarding special education

• Maintains up-to-date knowledge of special education practices

• Where appropriate, works with special education staff and parents/guardians to develop the IEP for an exceptional pupil

• Provides the program for the exceptional pupil in the regular class, as outlined in the IEP

• Communicates the student's progress to parents/guardians, and works with other school board staff to review and update the student’s IEP

The Special Education Teacher: • Fulfills the responsibilities listed above for the teacher

• Holds qualifications, in accordance with Regulation 298, to teach special education

• Monitors the student’s progress with reference to the IEP and modifies the program as necessary

• Assists in providing educational assessments for exceptional pupils

The Parents/Guardians: • Become familiar with and informed about board policies and procedures in areas that affect the child

• Participate in IPRCs, parents/guardians teacher conferences, and other relevant school activities

• Participate in the development of the IEP

• Become acquainted with the school staff working with the student

• Support the student at home

• Work with the school principal and teachers to solve problems

• Are responsible for the student’s attendance at school

The Student: • Complies with the requirements as outlined in the Education Act, regulations, and policy/program

memoranda

• Complies with board policies and procedures

• Participates in IPRCs, parents/guardians teacher conferences, and other activities, as appropriate

• Participates in the development of the IEP, where appropriate

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Ministry of Education – Provincial Schools and Demonstration Schools Provincial Schools and Provincial Demonstration Schools

• Are operated by the Ministry of Education

• Provide education for students who are deaf, blind, deafblind, or students who have severe learning disabilities

• Provide an alternative education placement option

• Serve as regional resources for students who are deaf, blind or deafblind

• Provide preschool home visiting services for students who are deaf or deafblind

• Develop and provide learning materials/media for students who are deaf or deafblind

• Provide school board teachers with resource services and teacher training

• Provide alternative format materials through Alternative Education Resources for Ontario (AERO)

Provincial Schools for the Deaf These include Ernest C. Drury School (Milton), Robarts School (London), Sir. James Whitney School (Belleville), and Centre Jules-Leger (Ottawa). They provide programs for deaf students from preschool level to high school graduation and resource services for families, school boards and other agencies. Programs follow the Ontario curriculum in parallel with courses and programs offered by school boards. Students have their needs met as set out in their Individual Education Plan. Admittance is determined by the Provincial Schools Admission Committee in accordance to requirements set out in Regulation 296. Provincial schools operate primarily as day schools with transportation provided by school boards. Residential facilities are offered from Monday to Friday for students who live too far from the school for daily travel.

Nine TDSB students are attending E.C. Drury School.

Provincial School for Visually Impaired, Blind and Deafblind Students W. Ross Macdonald School (Brantford) is a residential school operated through the Ministry of Education. It provides an educational alternative placement for students who are blind, visually impaired, or deafblind. The school:

• Provides a provincial resource centre for students who are visually impaired and deafblind

• Supports local school boards through consultation and the provision of special learning materials, such as braille materials, electronic texts, and large-print textbooks

• Offers professional services and guidance to interprovincial ministries of education

The programs are designed to help students learn to live independently. Delivered by specially trained teachers, programs follow the Ontario Curriculum and are tailored to student needs and individualized to offer a comprehensive “life skills” program. A full range of secondary courses are offered, along with courses in special subject areas such as music, broad-based technology, family studies, physical education, and orientation and mobility training. Home visiting for parents/guardians and families of preschool deafblind children provides assistance in preparing these children for future education.

Seven TDSB students are attending W. Ross Macdonald School.

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Provincial Demonstration Schools Demonstration schools include Sagonaska School (Belleville), Trillium School (Milton), Amethyst School (London) and Centre Jules Leger (Ottawa). Each school provides intensive, one-year programs for forty students with severe learning disabilities, sometimes in association with Attention-Deficit/Hyperactivity Disorder (ADD/ADHD). Eligible students are aged 5 to 21 years and are significantly underachieving in some or all of the academic areas. The Trillium School also operates Learning for Emotional and Academic Development (LEAD), a special program for those LD students who require an additional level of socio-emotional support. An in-service teacher education program is offered at each Demonstration School.

Application for admission is made by the school board, with parent consent and eligibility is determined by the Provincial Committee on Learning Disabilities. Further information is available at: the Special Needs Opportunity Window (SNOW) website: http://snow.utoronto.ca

The TDSB presently has three students attending the Trillium School.

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Partnerships – Coordination of Services with Other Ministries and Agencies Policy/Program Memorandum No. 149 In September 2009, the Ministry of Education issued Policy/Program Memorandum No.149: Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Services Professionals and Paraprofessionals to provide direction to school boards concerning the review and/or development of a local protocol for partnerships with external agencies for the provision of services in Ontario schools by regulated health professionals, regulated social services professionals, and paraprofessionals. It outlines the requirements for reviewing and/or developing a local protocol, and specifies the requirements for implementing the protocol and for reporting the protocol to stakeholders. [PPM No. 149 is available for reference in Appendix J (2)]

The TDSB Operational Procedure PR.578 SCS, External Partnerships: Supplemental Student Services provides schools with a framework for implementing partnerships with external agencies, professionals or paraprofessionals, who provide mental health, physical health or social services, which involve assessment, counseling, therapy or treatment. [See Appendix J (1)]

TDSB Early Intervention Initiatives In a June 2000 Memorandum to Directors of Education, the Ministry of Education provided additional, ongoing funding for special education (JK-to Grade 3) to school boards. This enhanced funding supports early interventions, additional specialist teachers, professional supports, and, in particular, helps fund effective early interventions that improve outcomes for students with special needs. This funding is being used by the TDSB to support early intervention programs for primary students.

• Kindergarten Early Language Intervention (KELI) program enhanced school-based Speech-Language Pathology support, for speech-language impaired students in the primary grades.

• Transition to School Protocol, to support Toronto Partnership for Autism Services (TPAS)

• Entry Plan for Students with Special Needs, establishing entry procedure, roles, responsibilities, and timelines. (See Entry Plan Chart in section Early and Ongoing Identification and Intervention.)

TBSB has also utilized subsequent additional funding to support other government initiatives, including:

• Connections: Supporting Seamless Transitions for Students with ASD

• Transition from Toronto Preschool Speech and Language Services (TPSLS)

Kindergarten Early Language Intervention (KELI) Program The KELI program is an enhanced school-based Speech and Language Pathology service for Junior Kindergarten to Grade 3 students. Speech-language pathologists work with JK to Grade 3 students in regular programs who have speech-language difficulties to:

• Assist teachers in better understanding the oral language needs of students and the links between listening, speaking, reading, and writing

• Demonstrate functional communication strategies within the naturally occurring activities of the classroom program

• Collaborate with classroom teachers to develop curriculum-based language programming and to develop practical strategies and activities to assist parents/guardians to enhance their children’s communication within daily living situations at home

[For more about the KELI Program, please see the section on Early Years Intervention Programs.]

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Toronto Partnership Autism Services (TPAS) Community Services The TDSB collaborates with the five service providers for the Toronto Partnership Autism Services (Surrey Place, Adventure Place, Aisling Discoveries Child and Family Centre, Etobicoke Children’s Centre, and the Geneva Centre for Autism) in planning for a smooth and effective transition to school for students being served through this initiative.

A Transition to School Protocol has been developed between Toronto Preschool Autism Services – Community Partnership, the TDSB, and the Toronto Catholic District School Board (TCDSB).

Connections: Supporting Seamless Transitions for Students with ASD “Connections” is a joint initiative between the Ministry of Children and Youth Services and the Ministry of Education. This initiative supports the transition of students from Intensive Behaviour Intervention (IBI) to full time school. This approach is meant to add to the existing transition processes that are already in place.

Each student making this transition will have the support of a Transition Team. The Transition Team will develop individualized plans to make the transition to school as smooth as possible for children and their families. Each child’s transition plan will be based on his/her unique needs.

Transition Teams may include:

• Principal or designate

• Parents/Guardians/Caregivers

• Teachers

• ASD Team Member

• School Support Program ASD Consultant

• Other School Board Staff

• Other community representatives

Transition Teams will draw on the expertise of all members to ensure that the transfer of best practices and successful strategies is as seamless and effective as possible. Teams will meet regularly to update the Transition Plan and to discuss action steps.

Transition from Toronto Preschool Speech and Language Services (TPSLS) The Toronto Preschool Speech and Language Services (TPSLS) was established in 1998 as a part of the provincial government’s initiative, funded through the Ministry of Health and Long-Term Care. Services are provided through the Northeast, Southeast, Northwest, and Southwest quadrants. The long-term target is to serve all preschool children with speech and language needs (i.e.10 % of the 150 000 preschool population, or 15 000 children). Approximately two-thirds of the 4 and 5-year-old population may be enrolled in the TDSB.

The mission of the TPSLS is to provide speech and language services to preschool children up to age five years until entry to Senior Kindergarten.

Students who are older than 4.6 years of age are not recommended for referral to the TPSLS, since the wait period may be four to six months or longer. They are not likely to be eligible for service through TPSLS due to their age at the end of the wait period.

The communication needs of students transitioning from the TPSLS to school services vary from mild to severe or profound. With the consent of parents/guardians, transition discussion should be initiated as early as possible by TPSLS staff about children in Junior Kindergarten with significant communication

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needs. These children may already be known to School Support Teams and often have comprehensive educational programming and planning needs. Early and ongoing information sharing and collaborating between TPSLS staff and school board staff are advised. Some preschool children present with mild communication needs, and transition may be handled through written reports and telephone consultation.

A transition process has been developed by a committee of representatives from Toronto Preschool Speech and Language Services, the TCDSB, and the TDSB:

• The family contacts the principal of the local school about their child’s needs.

• The family provides written consent for the exchange of information between Toronto Preschool Speech and Language Services and the TDSB.

• Reports will then be forwarded to the school principal and the school speech-language pathologist to assist with planning for the child’s needs.

• Transition planning is organized to discuss the child’s needs and programs and services currently received in the preschool services. The child’s progress and current needs will be discussed.

• The principal will identify the next steps and access services and programs for the child, as appropriate and available.

Local Community Resources Document • The Blue Book

Government Resource Documents • Making Services Work for People

• Healthy Babies, Healthy Children

• Preschool Speech and Language Initiatives

• Autism Intervention Program: Program Guidelines

• School Support Program – Autism Spectrum Disorder

• Provincial Teachers’ Assistant Training Initiative

• A Shared Responsibility: Ontario’s Policy Framework for Child and Youth Mental Health

Current external partnerships are listed on the next page, along with the numbers of participating schools.

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External Partnerships with Community Agencies and Services

Partner Program Access Alliance Multicultural Health and Community Services

Model Schools Pediatric Health Initiative (MSPHI) Dr. Paul D. Steinhauer Clinic – George Webster ESI Newcomer Youth School-Based Health Clinic – Greenwood SS

Adventure Place Early Intervention Services Agincourt Community Services Association Taking Action Against Gangs Scarborough (TAAGS) Program

Aisling Discoveries Child and Family Centre Helping Hands at School Partners for Success

Black Creek Community Health Centre MSPHI Clinic – Yorkwoods PS

BOOST, Child Abuse Prevention & Intervention

Child Victim Witness Support Program

Grief Therapy I'm a Great Kid! I'm a Great Little Kid! R.S.V.P. Relationship Skills Violence Prevention

Boundless Adventures Association The Boundless School Program and Outdoor Education Camp

Canadian Blood Services One Match: Stem Cell and Marrow Network

Centennial College School of Community and Health Services

CYW Field Placements

Central Toronto Youth Services (CTYS) School Based Children's Mental Health Program Child Development Institute (CDI) Act & Adapt Children's Mental Health Programs

Friends of Life Intensive Community and Home Services School Liaison Program SNAP for Boys & Girls In-school Skills Coaching

SNAP Program (Stop Now and Plan) SNAP Youth Outreach Project Start Right Social Skills Program

Community Care Access Centre – Toronto Central

Mental Health and Addiction Nurses in District School Boards

Delisle Youth Services Delisle In-school Program East Metro Youth Services Our House Your House Project – Strengthening Families

Program

Etobicoke Children Centre, The Ready Set Go

Family Outreach and Response (FOR) Talk to Youth Lately (TTYL)

George Brown College – School of Community Services

CYW Field Placements Community Worker Placements

Humber College School of Social and Community Services

CYW Field Placements

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Partner Program

Ideaction Innovative Thinking – Professional Learning for Principals and Teachers

Impact Society HEROES MSIC

KIDFIX, Psychotherapy for Children and Youth (formerly known as: Child Psychotherapy Foundation of Canada)

School Based Children’s Mental Health Programs

Leave Out Violence (L.O.V.E.) Violence Prevention Committee

Metropolitan Action Committee on Violence against Women and Children (METRAC)

Respect in Action: ReAct

Mood Disorders Association of Ontario HEADSTRONG: Youth Mental Health and Anti-Stigma Initiative

Oolagen Community Services Oolagen School Based Mental Health Services

PEACH - Promoting Education and Community Health (TCDSB)

PERALS: Positive Experiences for Re-engaging in Academic and Life Skills

Rexdale Community Health Centre MSPHI Clinic – NACI

Right to Play, Canada Youth to Youth

Ryerson University School of Child and Youth Care

CYC Internships

Scarborough Centre for Healthy Communities MSPHI Clinic – Willow Park Jr. P.S.

Seneca College Child and Youth Worker Program

CYW Field Placements

Sheridan Institute of Technology School of Community and Liberal Studies

CYW Program and International/Distance Programs

St. Michael’s Hospital MSPHI Clinic – Nelson Mandela P.S. MSPHI Clinic – Sprucecourt Jr. P.S.

Sue Stephenson Mental Health and Well-Being Initiative

Surrey Place Centre Surrey Place Centre's Developmental Services Tools for All Teens Tools for All Teens

Tropicana Community Services Organization Child and Youth Development University of Toronto Faculty of Medicine Kids2See and Kids2Hear

University of Windsor Social Work Field Placements

White Ribbon Campaign Make the Call Gender Based Violence Prevention Program

York University School of Social Work MSW Student Practicum Placements

Yorktown Child and Family Centre Cognitive Behaviour Therapy Groups Coping Cats Double T (Temper Tamers)

Youth Without Shelter One Youth at a Time

Youthlink Finding Assertive Solutions Together (FAST)

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Professional Learning

Framework In the TDSB, we believe that:

• We are all members of a professional learning community where everyone takes responsibility for his or her own learning and the learning of others

• Quality staff professional learning ensures that schools focus on improved student achievement, and departments focus on improved service to schools and the system in their efforts to improve student achievement

• Staff professional learning standards are essential to building capacity within our organization

• Providing professional learning that fosters inclusion for all students with special education needs is a collaborative process

Guiding Principles for Professional Learning • Professional learning sessions are developed and implemented using recognized staff professional

learning standards and based on needs

• The organization shares responsibility with all employees to improve performance by enhancing their skills and enabling them to pursue their own learning

• Leaders in the system, department, school, and classroom are key change agents in improving learning

• The design, implementation, and evaluation of all staff professional learning incorporate the principles in the Equity Foundation Statement

• The decision making around professional learning ensures that resources be accessible, equitable, and needs driven

• Technology is utilized to enhance and expand the learning opportunities and effectiveness of professional learning for all staff, based on recognized standards

Priorities for Professional Learning For 2014-2015 the priority continues to be realizing the Special Education commitments in the Board Improvement Plan Student Achievement (BIPSA) and Years of Action as we move toward greater inclusion of students with special education needs. The focus is on practical, evidence-based strategies to support student achievement, especially from an inclusive education perspective. Our collaborative efforts in “Early Years” education will continue with the Early Years department, to assist teachers and early childhood educators (ECE) in regular kindergarten programs, in using a tiered approach to meet the special education needs of students in regular kindergarten programs. Similarly, “Exploration Classroom” visit opportunities will continue to highlight how exemplary teachers meet the exceptional needs of students in the regular kindergarten program, as well as other special education programs. There will also be a continued emphasis on providing professional learning based on the analysis of data and with targeted intentionality.

The Special Education Advisory Committee (SEAC) is advised regularly on the provision of staff professional learning. SEAC members often highlight concerns specific to their organizations, and these suggestions are carefully considered and incorporated into the delivery model where feasible. For example, it was recommended by SEAC that sessions be held for parents/guardians to explain the IPRC process. These sessions occur semi-annually in several locations across the city.

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Overview of Professional Learning Professional learning sessions are offered throughout the year for elementary and secondary teachers, principals and vice-principals, educational assistants, and occasional teachers, largely facilitated by Special Education staff from the regional offices so that programs offered are responsive to specific needs.

Staff is made aware of the Board’s Special Education Plan and professional learning opportunities through department meetings, posters, and internal electronic postings on Direct Line, Key to Learn and the Special Education intranet.

Partnerships with the Professional Learning, Training, Leadership Development Unit, Professional Support Services staff and other employee groups have resulted in jointly facilitated collaborative professional learning sessions where best practices were shared. Audiences included:

• Teaching, Support, and/or Administrative staff • Methods and Resource Teachers (MARTs), Home School Program (HSP) and Intensive Support

Program (ISP) staff • Curriculum Leaders (CL) and Assistant Curriculum Leaders (ACL) • Administrators • Special Education Department staff, including Vision Program staff and Section 23 Program staff

Professional Learning Offerings A wide range of professional learning opportunities continues to be available and is also generated by school needs. A sample of the learning opportunities offered is listed below under general topic headings:

• Accommodations and Modifications (for different categories of exceptionality) • Use of Assistive Technology in Special Education Support • Giftedness – Anxiety and Research Skills • IEP Development and Refinement • IPRC and IPRC Reviews • Mild Intellectual Disabilities – Developing Social Skills • ONSIS and Error Management • SAP – Program Placement • Secondary Learning Disabilities • Special Education and SEA Claims • Special Education for Administrators • Supporting Students with Autism Spectrum Disorder in Regular Classes • Supporting Transitions • Teachers New to Special Education: IST/SST Process and Manual, Special Education Plan • Tiered Approach to Behaviour Support, PR 699, Safety Plans and ABC Logs

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Professional Learning offerings for Support Services Staff • ADOS Training • Assessing Risk of Youth Suicide and Intervention Strategies • Autism Spectrum Disorder • Cognitive Behaviour Therapy Training • Dealing with Addictions in Children and Families • ESL Issues in Diagnosis of Learning Disabilities • Functional Behaviour Assessment • Is it Sensory or is it Behaviour? • Positive Psychology and Building Emotional Resilience in the Classroom • Schools’ Response to Youth Violence • TAP C Fire Safety • Wechsler Fundamentals: Academic Skills • Written Language Assessment and Intervention

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Safety – Management of Risk-of-Injury Behaviours Operational Procedure - PR699 TDSB Operational Procedure PR.699: Students With Special Needs: Management Process For Risk-Of-Injury Behaviours, is a procedure to support staff in their response to the safety and behavioural needs of students with special education needs. The purpose of the procedure is to provide staff with guidelines and information for the small number of students who have a current history of aggressive and/or violent behaviour that presents a risk of injury to self and/or others, including those who support them.

There are 23 documents and forms related to the operational procedures. PR 699 can be found on the TDSB website at the following link: http://www.tdsb.on.ca/AboutUs/Policies,ProceduresForms/Detail.aspx?docId=1395

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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 Plan 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 in 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 the input of members is invited during the monthly department updates from the Executive Superintendent of Special Education, Coordinating Superintendents and other TDSB staff. SEAC also provides input to the board on a variety of matters pertaining to Special Education, through the formation of ad hoc subcommittees and special topic meetings outside those regularly scheduled. These have included such topics as Inclusion, Communications, Special Education Plan, Accessibility.

SEAC members also act as an important resource for parents/guardians, schools and communities on matters related to special education. SEAC and the TDSB Parent Involvement Advisory Committee have collaborated in providing a parent conference on Special Education topics for the last two school years.

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/seac.

Monday, January 12, 2015 Monday, June 1, 2015 Monday, February 9, 2015 Monday, September 21, 2015 Monday, March 2, 2015 Monday, October 5, 2015 Tuesday, April 13, 2015 Monday, November 2, 2015 Monday, May 4, 2015 Monday, December 3 or 14, 2015 TBC

SEAC Membership The Committee consists of representatives from local associations, community representatives and trustees, all appointed by the Board. 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.

Membership Selection Procedures SEAC membership is comprised of representatives of local associations, community representatives and trustees. Membership is renewed every four years, at the time of municipal elections. An announcement inviting applications for both Association and Community membership is posted on the TDSB web site

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with an invitation to complete and submit nomination forms. In making appointments, the TDSB strives to select members who are representative of its population of students with special education needs.

Selection of Association Membership With regards to SEAC Association membership, “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 Association members are outlined in Regulation 464/97 of the Education Act. Nominees must:

• Be a 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

• Be qualified to vote for members of the TDSB Board of Trustees (a Canadian citizen over the age of 18 and resident in the jurisdiction)

• Not be 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 local associations to complete and submit nomination forms for a member and alternate to represent the association on SEAC.

Applications are received and reviewed to ensure that the requirements of Regulation 464/97 are met. A list of all potential member associations is prepared for the Board’s consideration. The Board selects twelve associations and appoints their representatives to SEAC.

Selection of Community Representative and Alternates Regulation 464/97 permits a Board to appoint additional representatives to SEAC. TDSB trustees have determined that up to eight community representatives and an equal number of Alternates can be appointed to SEAC. A process similar to that used for association membership is followed for community representatives. Eligibility requirements include those listed in Regulation 464/97, however, candidates for Community Representative self-nominate by completing an application form. Nominees must:

• Be a 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

• Be qualified to vote for members of the TDSB Board of Trustees (a Canadian citizen over the age of 18 and resident in the jurisdiction)

• Not be employed by the TDSB

Consideration is also 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

Applications are reviewed to ensure that the requirements of Regulation 464/97 are met. A list of all potential Community Representatives and Alternates is prepared for the Board’s consideration. The Board appoints the representatives to SEAC. 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, and exceptionalities or syndromes not represented among Association members on SEAC.

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Communication with SEAC The public may contact SEAC members directly or by email through the TDSB SEAC Liaison, who will forward all communications to the appropriate SEAC contact. Liaison contact information:

SEAC Liaison: Margo Ratsep

Mailing Address: Toronto District School Board

Special Education and Section Programs

5050 Yonge Street, 2nd Floor

Toronto, ON M2N 5N8

Email Address: Margo.ratsep@tdsb.on.ca

The following pages list the 2015–2018 SEAC Association and Community Representatives and their contact information.

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Association Representatives and Contact Information

SEAC Associations and Contact Information 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

Diana Avon avonsmit@sympatico.ca

Catherine Drillis abctoronto@abcontario.ca

Autism Society of Ontario This association of parents/guardians and professionals promotes public awareness and understanding of autism. It provides information, referral, and support services to anyone involved with the autistic population. www.autismontario.com Phone: 416-489-0702

Lisa Kness knesslisa@gmail.com

Ginny Pearce toronto@autismontario.com

Brain Injury Society of Toronto The cognitive, physical, and emotional changes following a brain injury often require individualized educational programs to recover the survivor’s potential. This association strives to educate the public about acquired brain injuries and offers support to families and survivors with brain injuries. www.bist.ca Phone: 416-830-1485

Cynthia Sprigings abiliveandlearn@gmail.com

Michelle McDonald mmcdonald@bist.ca

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 Clovis.grant@rogers.com

Margarita Isakov misakov@cltoronto.ca

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 seac@dsat.ca

Elaine Dodsworth-Lever seac@dsat.ca

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SEAC Associations and Contact Information Members Alternates Easter Seals Ontario Easter Seals Ontario is dedicated to helping children with physical disabilities achieve their full potential and future independence, by providing direct services, programs, research, advocacy, and public education. www.easterseals.org Phone: 416-421-8377

Deborah Fletcher dfletcher@royallepage.ca

Adebukola Adenowo-Akpan bukyadea@aol.com

Epilepsy Toronto Epilepsy Toronto is a non-profit community agency that promotes independence and optimal quality of life for people with epilepsy and their families, through support services, information, counseling and public education. www.epilepsytoronto.org Phone: 416-964-9095

Steven Lynette (Chair) slynette@sympatico.ca

Sheelagh Hysenaj

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 learning potential. This organization promotes their educational and general welfare by providing support, guidance and resources. www.ldatd.on.ca Phone: 416-229-1680

Mark Kovats Kovats.mark@yahoo.ca

VIEWS for the Visually Impaired VIEWS is a provincial, incorporated parent organization providing advocacy and support for children, youth and young adults who are blind or have low vision.

David Lepofsky mdl.seac@gmail.com

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 families with support, auditory-verbal therapy, educational programs, information resources, and advocacy. www.voicefordeafkids.com Phone: 416-487-7719

Paul Cross Paulcross.seac@gmail.com

Association Vacancy

Association Vacancy

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Community Representatives and Contact Information

Trustee Representatives

Region Members Alternates

Area 1 - North West

Phillip Sargent Phillip.Sargent.SEAC@bell.net

Jordan Glass jordan.glass.seac@gmail.com

Area 2 - South West Nora Green Nora.seac@gmail.com

Ken Stein

Paula Boutis Pboutis.seac@gmail.com

Area 3 - South East Olga Ingrahm Olga.Ingrahm@gmail.com

Diane Montgomery SEAC@studysmart.ca

Area 4 – North East Jean-Paul Ngana NE.CommunityRep@gmail.com

Aline Chan alinechan.seac@gmail.com

Ward Trustee Contact Information

Ward 4 Tiffany Ford (Vice Chair)

Tiffany.ford@tdsb.on.ca 416-397-3488

Ward 5 Howard Kaplan

Howard.kaplan@tdsb.on.ca 416-395-8406

Ward 12 Alexander Brown

Alexander.brown@tdsb.on.ca 416-395-8411

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Special Education Program Recommendation Committee – (SEPRC) The Toronto District School Board (TDSB) is committed to making sure that students with special education needs receive the appropriate programs and/or services as soon as possible when they enter school. Students arriving from outside the TDSB, who may require an intensive support special education program upon enrolment and who are newly registered but not yet attending a TDSB school, may be presented to a Special Education Program Recommendation Committee (SEPRC).

A SEPRC may be convened in cases where the board has information that indicates a student may require special placement upon enrolment. Generally, these students have profiles suggesting that their needs could not be addressed in the home school, with special education supports, for even a short period of time. To ensure that children are in the best place to meet their needs from the day they first begin attending a TDSB school, the SEPRC can provide a recommendation for placement in an intensive support special education program, which the student may attend until the time at which the formal Identification, Placement and Review Committee (IPRC) process can take place.

The SEPRC / IPRC processes are sequential. The membership of a SEPRC is the same as that of an IPRC. SEPRC recommendations are tracked so that subsequent IPRCs can be planned appropriately. When parents agree to participate in a SEPRC, they do not forgo their right to request an IPRC once their child is attending school.

As of May 31, 2015, the TDSB conducted 400 SEPRC meetings during the 2014–2015 school year.

SEPRC Structure The TDSB has the following SEPRC structures:

Family of Schools SEPRC/Membership

• Family of Schools Principal

• Family of Schools Special Education Coordinator / Regional Special Education Vice Principal

• Psychological Services Staff Representative

Central SEPRC/Membership

• Supervising Principal of Special Education

• Family of Schools Special Education Coordinator

• Chief of Psychological Services

The Chair of each TDSB SEPRC is the principal representative. Principals who are knowledgeable about special education policy and procedures are invited by the Special Education Department to be part of the committee.

SEPRC Referral Steps • The office staff pre-registers the student in the home school by address

• The principal requests that the parents/guardians provide any educational, behavioural, medical/health (hearing, vision, physical, neurological), psychological, speech/language, occupational/physiotherapy assessments or other relevant documentation about the student

• The Family of Schools (FOS) Consultant is notified immediately

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• The principal consults with the parents/guardians student (where appropriate) and School Support Team (SST) members to review the documentation provided (with permissions as appropriate), to ascertain the student’s strengths and needs and to determine if a SEPRC meeting is appropriate

• The principal may request access to central resources for the purpose of gathering additional information or clarifying existing documentation.

• Where it is determined that the student may require an intensive support special education program upon enrolment in TDSB, the principal requests a SEPRC meeting by completing a referral to a SEPRC, which is forwarded to the FOS Consultant

• An invitation letter to a SEPRC meeting is prepared and sent by the Office Administrators in the Special Education Department

• Parents/Guardians return the response form to staff at their home school or confirm their attendance by telephone to staff of the home school, who then notifies the appropriate FOS Coordinator

• Parents/Guardians receive a copy of all documentation to be considered at the SEPRC with the letter of invitation and a copy of the Guide to Special Education for Parents/Guardians (See Appendix A)

Documents Required for a SEPRC The documentation presented to the SEPRC mirrors that required for students who are presented to an Identification, Placement and Review Committee (IPRC) seeking a similar program placement. They may include:

• An educational assessment

• The most recent Provincial Report Card (and where the most recent report card is the Progress Report Card, the previous Provincial Report Card is also included)

• An Individual Education Plan (IEP)

• A psychological assessment

• Other relevant professional assessments (e.g., speech-language, OT/PT, medical)

• A Developmental History Form (for Junior Kindergarten to Grade 2 aged students)

• A current professional observation

• Student work samples (part of the presentation)

• Any documents which parents/guardians may deem relevant to a SEPRC

Functions of the SEPRC • To determine whether an intensive support special education program would be appropriate for a

student upon enrolment in a TDSB school

• For programming purposes, to note whether the student meets the requirements for an exceptionality based on TDSB criteria

• To provide a written statement of recommendations outlining the student’s strengths and needs and any program/services recommendations of the SEPRC

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Attendance at and Presentations to a SEPRC • Since students presented to a SEPRC are not yet TDSB students, the SEPRC meeting will only

proceed if parents/guardians are in attendance

• The principal from the referring school arranges for an interpreter to assist the parents/guardians where appropriate

• An administrator from the referring school must attend and provides a general overview of the student’s history to provide context for the SEPRC

• Resource people currently involved with the student are strongly encouraged to attend (by parent invitation)

• The SEPRC Chair invites parents/guardians and any other attendees to participate in discussions about the student to determine current strengths, needs, academic performance and presenting issues. Work samples, if available, are reviewed to provide a sense of the student’s potential and performance in the current setting

• The SEPRC recommendations are determined in the presence of all attendees

• SEPRC recommendations are determined by a simple majority.

Required Follow-up to the SEPRC Where an intensive support special education program has been recommended and accepted by parents/guardians, an Identification, Placement and Review Committee will be convened after the student has been in the program for a period of approximately 6 to 9 months. An exception to the 6 to 9 month provision involves students in kindergarten intensive support programs (e.g. Kindergarten Intensive Program, Diagnostic Kindergarten), who will have an IPRC during their final kindergarten year in preparation for the primary division. However, it should be noted that students in junior kindergarten will have their program recommendation re-evaluated in the spring at an SST meeting to determine if it should continue for senior kindergarten.

Where an intensive support special education program is not recommended by a SEPRC, or when the parents/guardians decide not to accept a recommended program placement, the student may enroll in the home school by address, where the school-based special education resources will be available to provide support. The nature of support will be determined through the school’s IST (In School Support Team) or SST (School Support Team) process, once the student is registered and attending.

Formal Appeal Process Since students are not yet attending school under the jurisdiction of the school board, there is no formal appeal process.

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Special Education – Regional Support Services The TDSB provides a number of support services on a regional basis, to provide a higher degree of expertise for working with children in need of more support than is regularly available in the neighbourhood school. This level of support is student specific and requires signed parental permission.

Regional Support Services include:

• Blind/Low Vision Itinerant Services

• Deaf/Hard of Hearing Itinerant Services

• Low Incidence Consultant Services

• Behaviour Regional Services (BRS) Teams

• Regional Autism Spectrum Disorder (ASD) Teams

Requesting Regional Support Services Support from regional services is usually initiated by recommendation of the School Support Team (SST). Access to these services is often the next consideration when school staff has exhausted all available school-based supports and resources with a student and significant challenges remain. However, an SST meeting request is not necessary for Blind/Low Vision or Deaf/Hard of Hearing referral. Requests should be made as soon as a concern about vision or hearing is raised.

For all other regional support services, the Family of Schools (FOS) Consultant should be the first contact, before a request is initiated. The FOS Consultant will participate in referral decision-making, so their early involvement and active consultation at the school is very important.

A request for any of the Regional Support Services (including B/LV or D/HH) is initiated through completion of an online “Access” request form. The Access form is not a referral form. It is an information-gathering tool that outlines the school’s concerns about a student, in the context of the services and supports provided to date. Once the Access Form is submitted online, it is reviewed by regional Special Education Department staff to determine next steps. This may include a referral to one of the five regional services, however preliminary steps may be recommended before any student specific referral to a regional service is made. These could include a general classroom consultation, staff professional learning or training, or additional instructional resources. An Access form is not needed to consult with the FOS Consultant or Coordinator.

Blind and Low Vision Itinerant Support School staff may make a direct Access request for a referral to Blind/Low Vision support services for students who are visually impaired. Requests should be made as soon as a concern is raised. [For more information about these services, please refer to the section in this Plan on Exceptionalities – Identification Criteria and Intensive Support Programming.]

Deaf and Hard of Hearing Itinerant Support School staff may make a direct request for a referral to Deaf/Hard of Hearing support services for students who are deaf or hard of hearing. Requests should be made as soon as a concern is raised. [For more information about these services, please refer to the section in this Plan on Exceptionalities – Identification Criteria and Intensive Support Programming.]

Low Incidence Referrals A request for Low Incidence support is usually made when there are questions around the physical and/or alternative curriculum needs of a student with a physical disability and/or a developmental disability. A Low Incidence request accesses LI Consultants, who carry out observations to provide greater clarity around questions of needed support. They are able to help schools with strategies, provide input to help with program recommendations and liaise with families and community supports.

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Regional Autism Spectrum Disorder (ASD) Team Referrals A priority for Special Education and Support Services is the development of a comprehensive, interdisciplinary service for students with Autism Spectrum Disorder (ASD).

The mission of the ASD Team is partnering with schools to empower school staff to provide effective and appropriate programming for students with ASD.

The ASD Team is a coordinated, multi-disciplinary team, supporting students diagnosed with an Autism Spectrum Disorder. A Central Coordinator for Autism Services provides direction and leadership for two teams, one in the East of the TDSB and another in the West.

The ASD Team members include: • Central Coordinator • Special Education Consultant • Psychological Associate • Speech-Language Pathologist • Training Assistant • Physical/Occupational Therapist • ABA Facilitator • Child and Youth Counsellor • Social Worker

Management of Requests for ASD Team Services When an Access request is forwarded to the ASD Team, the school is provided with the Autism Services Referral Form for parent/guardian signature. The completed forms are submitted to the appropriate ASD Team Consultant, and assigned to the team for follow up. [A copy of the Autism Services Referral Form can be found in Appendix C (3).]

The Regional ASD Team offers a range of services, which may include: • Consultation • Program support to the classroom • Individual Education Plan (IEP) input • Transition planning • Professional development • Liaison with community partners • Access to the School Support Program – ASD Consultants (Surrey Place Centre)

TDSB/Surrey Place Centre Partnership – School Support Program (ASD) In the fall of 2004, the TDSB formalized a partnership and working agreement with Surrey Place Centre Lead Agency, to participate in the Ministry of Children and Youth Services initiative, School Support Program – Autism Spectrum Disorder (ASD). Guidelines for this program were developed in collaboration with the Ministry of Education. This partnership provides enhanced services to support students with Autism Spectrum Disorder.

The shared purpose of the partnership is to continually build capacity within the TDSB by enhancing existing supports in schools for students with an Autism Spectrum Disorder. ASD Consultants hired through Surrey Place Centre work collaboratively with ASD Team members and Family of Schools Consultant to provide targeted and intentional professional learning opportunities. ASD Consultants do not provide services directly to students or maintain case files on students with an ASD.

Access to the School Support Program is through the ASD Team.

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Behaviour Regional Services (BRS) Team The Behaviour Regional Services (BRS) Team works with schools, students and their families to promote the use of positive behaviour supports in the understanding and management of challenging behaviour so that all students may benefit from learning opportunities that contribute to overall academic, social-emotional and behavioural success and enhanced quality of life.

The BRS Team is a centrally coordinated, multi-disciplinary team, which offers specialized services to schools in the area of behaviour assessment, intervention and support, beyond the general support provided by the Special Education Consultant. The multi-disciplinary nature of the team allows for greater depth of understanding and the skilful management of the complex programming needs of at-risk and high-risk students.

The BRS Team members include: • Central Coordinator • Itinerant Elementary Teachers • Itinerant Secondary Teachers • Child and Youth Workers • Social Workers • Psychologists

The team implements the methods of Applied Behaviour Analysis and will model these practices in the classroom, in order to help the adults who work with these students increase their ability to use the methods themselves. For high-risk students whose intense needs require specific interventions for safe management, the team will work with staff to carry out a functional assessment of behaviour, and develop an appropriate Safety Plan.

In addition to providing specific individual student-centred strategies, the team seeks to assist schools in re-engineering their classroom environments to more effectively support, teach and reinforce positive, pro-social behaviours in general. BRS Team members promote the methods of Positive Behaviour Supports. In brief, this is an approach to behaviour that is data-driven and relies on collaboration of all staff to provide a continuum of support with two main goals: 1) preventing the development or the escalation of problem behaviours and 2) teaching and reinforcing appropriate school learning and social behaviours across all school settings.

Access to BRS Team Services On a referral basis, the BRS Team works with students from Kindergarten to grade 12, providing a continuum of services, ranging from individualized, student-centered support to classroom consultations, small group services and professional learning. Services are developed with school-based staff and delivered with a focus on enhancing confidence and capacity to manage challenging student behaviour(s).

Every school in the TDSB has equal access to the BRS Team through a centralized process. Access to any of the services begins with the Family of Schools (FOS) Consultant who is the first point of contact, prior to the submission of the online Access form or direct requests to the BRS Coordinator.

For Individual Students

When an Access request is forwarded to the BRS Team, the Central Coordinator responds to the school with BRS staff assignment, BRS Consent Form (Appendix 6C). Once parent/caregiver consent is received, the BRS Team can begin service delivery. For Classroom Consultations, Professional Learning or Small Group Work Classroom consultation services offer an opportunity for classroom staff to receive support and direction about class-wide positive behaviour supports and programming strategies for a particularly challenging group of students.

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The BRS Team can offer guidance and direction in the development of a small skill-development group tailored to meet the unique needs of a group of students who are struggling with common concerns related to social, coping, self-regulation and life skills. Key personnel at the school assume a central role in planning and on-going delivery of small groups and are critical to their success.

A range of professional learning opportunities, designed to address the social-emotional, behavioural and academic needs of students who are at-risk or high-risk are available and can be tailored to meet the needs of the audience.

Following consultation with FOS consultants, principals can contact the BRS Central Coordinator for further information about classroom consultation, small group service and/or professional learning. Specific Supports Provided by the BRS Team The BRS Team provides the following supports, in collaboration with school staff:

• Observing the student at school and review of the OSR • Consulting with teaching and other staff and parent/guardian • Assisting staff in completing a functional assessment of behaviour (and in the appropriate use of the

ABC/Data Recording Chart/Behaviour Log) • Analysing behavioural data gathered by staff • Goal-setting for student academic and social-emotional achievement • Recommending environmental changes required to reduce undesired behaviour • Identifying appropriate replacement behaviour and/or skills that need to be taught • Assisting in the development of alternate programming for academic and/or intra/inter-personal skills

in the IEP (e.g., appropriate accommodations, goals, expectations, strategies and on-going assessments)

• Assisting with the development of Safety Plans • Helping staff design positive reinforcement systems • Team-teaching with classroom staff and modelling recommended strategies in the classroom • Providing resources and literature to support programming recommendations • Providing transition support (for complex cases and when the student moves from one school or

setting to another) • Delivering professional learning sessions on topics related to behavioural challenges • Supporting parents/guardians or family in understanding the factors contributing to the behaviour

challenges, interpreting professional assessments, developing transition plans and accessing community supports

• Providing small group sessions on various topics (Social and School/Life Skills, Anger, Anxiety or Stress Management, Healthy Relationships)

• Practising Life-Space-Intervention with students, and coaching them to perform or adopt a new replacement behaviour

• Helping family/care providers access community agencies, if requested and where appropriate • Delivering training and support for school staff in the development of classroom and school-wide

Positive Behaviour Supports

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Special Education – Section 23 Programs

Section 23 – Care, Treatment, Custody and Correctional Programs The TDSB Section 23 Programs serve elementary and secondary students and youth who, for a variety of reasons, require their educational needs to be met outside of the regular school system in specialized settings. Section 23 programs provide individualized programming in sixty-six program locations located throughout Toronto within hospitals, group homes, custody facilities, treatment facilities, or in community schools.

Students in Section 23 Programs may be either resident or day clients of the agency, taught by TDSB teachers following the Ontario Ministry of Education Curriculum. TDSB staff works co-operatively with the agency team members to provide continuity in the care, treatment and education of these students. TDSB staffing for Section 23 is comprised of a Central Coordinating Principal, 4 Vice Principals, 109 Teachers and 21 Educational Assistants. The agency team includes 40 Agency Directors, 60 Agency Managers and 90 Agency Child and Youth Workers.

An important part of these programs is the development of personal life management skills. Individual education and treatment plans are created for each student to address his or her strengths and needs. The length of time in any given program varies according to the needs of the student, and may involve an assessment period followed by long or short-term treatment.

Comparison of Intensive Support Program and Section 23 Program

Intensive Support Program Section 23 Program • Primary focus is education

• Program is staffed solely by TDSB

• Access is through the IPRC process

• Demission is through the IPRC process or

parent/guardian withdrawal

• Teachers do not provide treatment. The teacher is responsible for a behaviour plan, if needed to enable the student to access the curriculum

• The teacher is responsible for the curriculum, modified if necessary through an IEP

• Communication is between teachers and parents

• Dual focus is education and treatment and is staffed by TDSB and agency

• Partnership classrooms are staffed by one TDSB teacher and agency staff

• Access is through the agency process and clients must meet admission criteria

• Demission is through the agency process or parent/guardian withdrawal, followed by an IPRC or a case conference

• The agency is responsible for a treatment plan that may include a behaviour component, so the student can reintegrate into home, school and community

• Elementary teachers are responsible for cross-curricular programming and secondary teachers are responsible for subject specific curriculum

• Communication is between agencies and families. Communication between teachers and parents is dependent on agency protocols.

For more information visit:

Overview: http://tdsbweb/_site/ViewItem.asp?siteid=100&menuid=634&pageid=501

Elementary: http://tdsbweb/_site/ViewItem.asp?siteid=100&menuid=854&pageid=656

Secondary: http://tdsbweb/_site/ViewItem.asp?siteid=100&menuid=855&pageid=657

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Section 23 Program Resources

ADVENTURE PLACE CHILD AND FAMILY CENTRE HUMEWOOD HOUSE

AISLING DISCOVERIES CHILD AND FAMILY CENTRE HUMBER RIVER HOSPITAL

APTUS TREATMENT CENTRE JEROME D. DIAMOND ADOLESCENT CENTRE - JEWISH AND FAMILY SERVICES OF TORONTO

CENTRAL TORONTO YOUTH SERVICES JESSIE’S AND JUNE CALLWOOD CENTRE FOR WOMEN AND FAMILIES

CENTRE FOR ADDICTION AND MENTAL HEALTH KENNEDY HOUSE YOUTH SERVICES

CHILD DEVELOPMENT INSTITUTE MASSEY CENTRE FOR WOMEN

CHILDREN'S AID SOCIETY MERGE (DELISLE YOUTH SERVICES)

DELISLE YOUTH SERVICES SPRINGBOARD

EAST METRO YOUTH SERVICES ROSALIE HALL – A Young Parent Resource Centre

ETOBICOKE CHILDREN’S CENTRE ROUGE VALLEY HEALTH SYSTEM

SHONIKER CLINIC

FERNIE HOUSE SUNNYBROOK HEALTH SCIENCES

FRESH START

GEORGE HULL CENTRE FOR CHILDREN AND FAMILIES TRE-ADD (SURREY PLACE)

GRIFFIN CENTRE TURNING POINT YOUTH SERVICES

HINCKS-DELLCREST CENTRE VALTA (GRIFFIN CENTRE)

HOSPITAL FOR SICK CHILDREN YOUTHDALE TREATMENT CENTRES

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Special Education – Staff Allocation Process

Background Each year, between November and the middle of March, Special Education undertakes the alignment of special education resources with the wide range of student special needs across the Toronto District School Board (TDSB). Alignment decisions are made in the form of programs, supported by the allocation of staff who will work within those programs. Allocation requirements are determined through decisions by Identification, Placement, and Review Committees (IPRCs), recommendations from Special Education Program Recommendation Committees (SEPRCs), and needs assessment resulting from the work of School Support Teams and in Individual Education Plans (IEPs).

Throughout the year, the Special Education Advisory Committee receives special education department updates at their monthly meetings. Topics include the Special Education portion of the Board Improvement Plan, program directions for improving the special education plan and special education budget during the board’s budget process. Follow-up discussion and targeted consultation have provided SEAC members with an opportunity for input on directions they would like to see taken. SEAC input is taken into consideration during staff allocation planning meetings.

During January and February, central special education staff members consult with superintendents of education who, in turn, confer with their principals to determine appropriate sites for intensive support programs (ISPs). In March, principals are told if an ISP at their school is being closed or is moving to another location and if they will be receiving a newly created program. They are also informed about how many staff they will have in each program.

Opening a New Intensive Support Program (ISP) in a School New programs are opened in schools for the following reasons:

• There are a number of students close to the school who require the program

• Access to this program has never been available to parents in their area or region

• Space is available to accommodate the program and any future growth

• There are supports within the school, which will benefit the students and staff in the ISP (e.g., it is beneficial to cluster two or more ISPs with the same exceptionality in the school to facilitate divisional transitions for students and staff collaboration )

If a new program is being created at a school, the principal will be told the name of the program and the type and number of staff that will be allocated to the program. The names of staff who will be working within the program will not be available until staffing models are completed, current staff members are given assignments for the following year, surplus staff is placed and/or vacancies are advertised and filled. Principals know the dates when they can advertise and interview for positions and can share them with parents.

Moving an Intensive Support Program from One School to Another Programs are moved because:

• There are no longer enough students requiring an ISP in that area to sustain the program

• Preference is given to clustering two or more ISPs with the same exceptionality within a school so that staff can work collaboratively

• An Area Review requires a reconfiguration of program locations

Principals whose programs are moving are usually told in March where the program is moving, and they then inform parents/guardians of students in the program. While the majority of students frequently move with the program, the current students may not learn if they are moving with the program until offers of

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program placement and location are made during IPRC Reviews later in the year. Principals who are receiving a program inform their school community. Support staff who has worked in the program that is moving have the option of moving with the program. If they choose not to move with the program, then vacancies are filled through the processes contained in the collective agreement.

Closing an Intensive Support Program

Programs are closed in a school because: • There are no students or only one or two students, who require the program • There are no new students who live close enough to fill the program • An Area Review requires a reconfiguration of program locations

In most cases, the teachers and support staff who taught in the closed program are assigned to the school. The decision as to whether the staff who taught in the program will stay in the school, depends on whether the school requires the same number of staff for the following year and the seniority of the staff in question. Principals know more about their staffing situation by mid-April.

Special Education Staff Allocation for 2015-2016

The Special Education Staff Allocation process results in schools being staffed with a variety of teaching and support staff, with different roles assigned to meet students’ needs. This year, a number of factors have been considered during staff allocation planning for the 2015-2016 school year:

• During 2014-2015 consultations on “Inclusion”, SEAC was vocal in its support for the board’s movement towards greater inclusion for students in special education programs. This led to a review of current IPRC placements in congregated ISPs of Primary students with the exceptionalities of Behaviour, Learning Disabilities and Mild Intellectual Disabilities. Their spring IPRC Reviews provided an opportunity for many to return to their neighbourhood schools with appropriate levels of support, and resulted in an overall reduction in ISP placements.

• During allocation consultations, efficiencies were achieved through an anticipated reduction in Intensive Support Programs (ISP). These savings were NOT related to the Inclusion Strategy. Instead, program placement declined as part of the natural progression of students through grades, permitting consolidation of some classes and resulting in the need for fewer ISPs. These kinds of amalgamations create savings under ISP teaching and support staff lines.

• Funding reductions resulting from the new Ministry funding model for Special Education continues to fall short, placing the special education budget in a deficit situation. The constraints imposed by the annual decrease in funding requires TDSB to look for efficiencies while trying to meet growing student needs.

• At the March Board meeting Trustees approved the TDSB operating budget and staffing levels for the 2015-16 school year. As a result of declining enrolment, there was an overall reduction of staffing positions for the next school year.

Staff Allocation Process

The staff allocation process is implemented in a transparent manner that engages special education central staff, the Planning Department, Superintendents of Education and administrative staff responsible for schools. The following steps were taken by central and regional staff during the allocation process:

• Review of the current delivery model and staff allocation by exceptionalities • Review of enrolment trends over the past 5 years and projection of closures based on that analysis • Adjustment of the 2014-2015 “Potential Targets and Standards” criteria, for improved program

support where possible and consistent ISP staffing across the system • Projection by Exceptionality teams of the level of student need for ISPs across system and

development of a model of staff allocation • Review of the model by Regional teams to ensure that there were no gaps in ISP offerings

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• Sharing of ISP requirements with Superintendents of Education and confirmation of numbers and sites

• Special Education staff allocation for the ISPs, using allocation criteria and Potential Targets and Standards 2015-16

Results of ISP Allocation for 2015-16

ISP allocation is a dynamic process, addressing needs derived from information obtained throughout the planning process. Over the last few years, there has been a general decrease in the number of ISP classes that are being opened. Comparing the number of ISP classes for 2015-16 with the number of ISP classes from the past year there are 33 fewer classes. It is important to note, however, that two additional ISP Gifted classes and two Diagnostic Kindergarten classes are being opened to respond to student need.

• The overall allocation of teaching and support staff in ISPs decreased from last year • Small increases were made to meet student needs in Autism, Full Day Kindergarten (FDK) special

education kindergartens and Gifted programs • With Superintendent of Education consultation, some ISPs have been relocated in order to cluster

similar classes, to facilitate more effective communities of learners so that staffing resources and facilities can be better utilized

• All students in Kindergarten Diagnostic classes will have a psychological assessment at the end of their stay in these classes, as appropriate, to determine future Grade 1 program needs

Allocation of Special Education Support Staff Most special education support staff are allocated at the same time as ISP teacher allocation. This support staff allocation includes Educational Assistants, Child and Youth Workers, Sign Language Facilitators, Deaf/Blind Intervenors, Noon Hour Assistants and Lunchroom Assistants. The allocation decisions determine the numbers and kinds of support staff assigned, not the personnel who assume the position.

Allocation of Special Needs Assistants The allocation of Special Needs Assistants (SNA) takes place in June, after IPRC Reviews are completed and student placement is established. SNA support is NOT allocated for the purpose of providing academic remedial assistance to students. This form of assistance is allocated to schools to assist teachers in managing and addressing the special safety and/or medical needs of students who are considered to be “high risk” in their classes. These special needs present a constant, immediate and extreme risk to those students and/or to others.

Special Needs Assistants are a finite resource. Just as for all employee groups, there is a limited number of Special Needs Assistants available to be allocated to address all needs across the system. Special Needs Assistants are assigned to the school, not to specific students. The school principal uses the school allocation to provide additional in-class assistance to teachers of regular or special-needs classrooms where high-risk students are present. The total SNA allocation to a school is determined by:

• The presence and number of students in the school with the above described high risk needs

• The additional resources already available in the school

• The application of appropriate Individual Education Plan programming to try to address the needs

A school decision to request Special Needs Assistance is made after student needs have been discussed at a School Support Team. The special education consultant, who is involved in monitoring system needs, should be involved in these discussions. A school’s request for SNA support is made through an online application process. Principals are asked to complete the online application form and provide an Individual Learning Plan for each student for whom there are safety concerns. The requests are

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submitted to the regional special education staff for consideration. All requests are filed in the regional special education office and a copy is placed in the appropriate Ontario Student Record (OSR). Parents/Guardians are not required to fill out the form but they are entitled to see it if they choose.

Before allocation decisions are made, all requests for Special Needs Assistance are reviewed to determine the nature of special needs assistance required and allocation is based on the overall profile of needs in the school. When requests for SNA support are received, regional special education staff (including consultants and coordinators) gathers data from the schools requesting the support, to ascertain the profile of medical and safety needs of the children. In each instance, staff reviews the strategies in place to support the child and existing resources already available in the school, to determine the level of SNA support required. The Regional Supervising Principal of Special Education reviews the assessed needs of each school in the region, and with a budgetted number of SNAs to distribute, allocates support to schools.

Student needs vary among individuals and will vary throughout the instructional day. After the allocation is received, the SNA assignment is adjusted by the school principal to meet the profile of health and safety needs in the school. The principal’s assignment decisions are dependent on the kinds of needs and the availability of other in-school resources to support teachers in addressing the needs.

Each region has a small number of Unassigned Special Needs Assistants who are assigned to schools on a temporary, short term appointment basis to support students during specific transition periods. These SNAs are assigned to schools by the Supervising Principal for a minimum of one week.

Throughout the school year, the regional special education staff monitors school needs and the appropriate use of SNAs. It is expected that as schools implement effective supportive strategies, a reduced level of SNA support will be needed over time. It is also acknowledged that some students may offer persistent, high risk health and or safety challenges that require continued support for longer periods. Annually, as regional and school needs change, SNAs are re-allocated to respond to those needs.

Placement of Staff in Special Education Programs While central allocation decisions determine the numbers of special education programs and kinds of staff required for those programs, they do not determine who fills an allocated position. Employee Services follows collective agreement provisions to place staff in the allocations.

Staff allocation for 2015-2016 is provided on charts on the following two pages.

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Special Education Staff Allocation as of July 31, 2015

Special Education Staff *FTE Staff Qualifications

Elementary – Teachers

Teachers of resource withdrawal programs 501.5

Minimum Special Education, Part I

Teachers of HSP Program 226.5

Minimum Special Education, Part 1

Teachers for congregated programs 680.5 Every effort is made to staff our classrooms with appropriately qualified teachers. However, some staff may be deemed to teach with a Letter of Permission.

Secondary Teachers

Teachers for resource withdrawal programs 129.5

Minimum Special Education, Part 1

Teachers for congregated programs (Includes Teachers required for Prep Time provision)

371

Minimum Special Education, Part 1

Other Teachers – Elementary & Secondary

Itinerant Teachers (29 D/HH, 16.5 B/LV, 18 BEH, 6 SEA, 8 ALT)

77.5

Minimum Special Education, Part 1

Coordinators (16 FOS/ISP, 1 ASD, 1 B/LV, 1 D/HH, 1 BRS, 1 SEA)

21 Specialist Certification in Special Education (with appropriate options)

Consultants (20 FOS, 2 Sec, 4 LI, 6 ASD, 1 SEA)

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Specialist Certification in Special Education

Support Staff – Elementary & Secondary

Educational Assistants

1247 High school diploma or educational equivalent, plus a certificate Elementary and Secondary or diploma equal to two years full-time post-secondary studies in Community Services program related to educational growth and development of children.

Child and Youth Workers (Excludes SIP CYW)

216.5

Child and Youth Worker diploma from a community college or university degree in a directly related field.

Special Needs Assistants (Excludes SIP SNA)

539

High school diploma

* FTE = Full-time Equivalent

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TDSB Special Education Staff Allocation as of July 31, 2015 (continued)

Paraprofessional Resource Staff *FTE Staff Qualifications

Orientation and Mobility Specialists 3.5 Certified Orientation and Mobility Specialists, Certification Program (1 year) through Mohawk College

Oral Interpreters (for students who are deaf)

0

Sign Interpreters “Facilitators” (for students who are deaf)

9 Three-year Community College Diploma – English, ASL Interpreting

Transcribers (for students who are blind)

1 Certification as a Literary Braille Transcriber from a recognized agency (e.g., CNIB)

Intervenors (for students who are deafblind)

14 Two-year Deafblind Intervenor Program at George Brown College

Auditory-Verbal Therapists 0

Professional Support Services Staff Allocation as of July 31, 2015

Professional Support Services Staff *FTE Staff Qualifications

Psychologists 130.0 Staff are registered members of their respective Colleges. Some psychologists and psycho-educational consultants perform under the supervision of a member of the College.

Psychiatrists 0

Speech-Language Pathologists 74.5

Occupational Therapists/Physiotherapists 26.0

Social Workers 114 + 2 (Term)

Educational Audiologist 1.0

* FTE = Full-time Equivalent

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Special Equipment Amount (SEA) The Special Equipment (SEA) amount allocation is made up of two components: a SEA Per Pupil Amount and a SEA Claims-Based Amount.

SEA funding is intended to assist with the costs of equipment essential to support students with special education needs. It is still expected that boards will develop an internal process that allocates the SEA Per Pupil Amount and the SEA Claims-Based Amount.

The SEA Claims-Based Amount will continue to support the purchases of non-computer based equipment to be utilized by students with special education needs, including hearing support equipment, vision support equipment, personal care support equipment and physical assists support equipment. This component of the SEA allocation would continue to be claim-based with an $800 deductible.

The Assistive Technology Team has been formed to support assistive technology across the Toronto District School Board, including the implementation of Special Equipment Amount (SEA) claims. The role of the team is to collaborate with schools, administrators, teachers, and students to integrate assistive technology as an effective teaching/learning tool in the classroom and build capacity among in-school staff to share excellent practices.

Ongoing professional learning is provided throughout the year. This can include:

• Sessions on assistive technology, including Ministry licensed software (for staff and parents)

• Online web casts

• Newsletters featuring information on resources and projects

• Online mentoring through conferences

• Numerous printed resources and videos provided online for staff and parents

All resources can be found on the external TDSB Special Education website – Assistive Technology at:

http://www.tdsb.on.ca/EarlyYears/SpecialEducation/AssistiveTechnology.aspx

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Special Incidence Portion (SIP)

School boards may apply for Special Education Incidence Portion (SIP) funding for staff support to ensure the health and safety both of students who have extraordinarily high needs related to their disabilities and/or exceptionalities and of others at school.

The Ministry will continue to fund claims approved through the process which will be set out in the SIP Funding Guidelines, Special Education Funding Guidelines, Special Incident Portion (SIP).

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Specialized Health Support Services

Policy/Program Memorandum No. 81 (PPM 81)

Ministry of Education Policy/Program Memorandum No. 81: Provision of Health Support Services in School Settings addresses services that extend beyond educational services and are not included in the normal preventive health programs already provided by boards of health to school children. The PPM can be found on the Ministry of Education website at: http://www.edu.gov.on.ca/extra/eng/ppm/81.html.

PPM 81 outlines how the responsibility for ensuring the provision of such health support services is shared among the Ministries of Education, Health, and Community and Social Services. Responsibility for the direct provision of these services at the local level is shared by the school boards, the Home Care Program of the Ministry of Health, and agencies operating under the Ministry of Community and Social Services.

The Home Care Program of the Ministry of Health, at the request of a school board, is responsible for assessing pupil needs, and for providing such services as injection of medication, catheterization, manual expression of the bladder, stoma care, postural drainage, suctioning, and tube feeding. The Ministry of Health is also responsible for intensive physio-occupational and speech therapy, and for assisting school boards in the training and direction of school board staff performing certain other support services.

The Ministry of Community and Social Services is responsible for ensuring the provision of health support services in children’s residential care and treatment facilities.

The school boards are responsible for the administration of oral medication where such medication has been prescribed for use during school hours. For physically disabled pupils, the school boards provide such services as lifting and positioning, assistance with mobility, feeding and toileting, and general maintenance exercises. Boards are also responsible for necessary speech remediation, correction, and rehabilitation programs.

Clarification of PPM 81 Re: Catheterization and Suctioning Following implementation of PPM 81, school board and Home Care Program personnel requested clarification regarding the administration of catheterization and suctioning procedures. In response, then Assistant Deputy Minister Roy Houghton, Ministry of Education and Training – Learning Services, issued a Memorandum to Regional Directors of Education. The Memorandum pointed out that PPM 81 had referred to catheterization and suctioning without differentiating the basic types of procedures – those that may be performed by the pupil, the parent, or other trained personnel, as compared with those procedures requiring the services of a qualified health care professional.

The following points of clarification were made in the Memorandum:

• Clean catheterization and shallow surface suctioning are recognized as part of a child’s normal toileting and hygiene needs.

• School board administrators are encouraged to meet with the local Home Care Program directors to review, and where necessary, make any appropriate modification to current practices.

The chart provided below describes the types of procedures and identifies the responsibility for the administration, service, delivery, training and consultation for each procedure.

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Catheterization

Type Administered by Provided by Training and Direction

Consultation

Clean intermittent Child aide or other personnel

School Board Parent Ministry of Health

Ministry of Health

Sterile intermittent Health Care Professional

Ministry of Health Ministry of Health Ministry of Health

Indwelling care of an indwelling catheter is usually performed by the parent and not required in the school setting. School board personnel should make arrangements with respect to emergency needs.

Suctioning

Type Administered by Provided by Training and Direction

Consultation

Shallow surface (e.g. oral or nasal suction)

Aide or other personnel

School Board Parent

Ministry of Health

Ministry of Health

Deep (e.g. throat and/or chest suction or drainage

Health Care Professional

Ministry of Health Ministry of Health Ministry of Health

Where a child is admitted to a treatment program operated and/or funded by the Ministry of Health or the Ministry of Community and Social Services and attends an educational program offered by a school board in the treatment facility, it is expected that the present policies under PPM No. 81 will continue.

The TDSB Model for Provision of Specialized Health Support Services is available in chart form on the following pages. [See Appendix J for a copy of the TDSB policy, PR 578 SCS External Partnerships: Supplemental Student Services, and a copy of PPM 149: Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Services Professionals and Paraprofessionals.]

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Model for Provision of Specialized Health Support Services Support Service Administered by Provided by Training and Direction Consultation

1. Oral Medication

Pupil as authorized Pupil Attending Physician Local Board of Health

Parents/Guardians as authorized

Parents/Guardians Attending Physician Local Board of Health

Aide or other personnel School Board School Board/Physician Local Board of Health

2. Injection of Medication Pupil as authorized Pupil Attending Physician Local Board of Health

Parent as authorized Parents/Guardians Attending Physician Local Board of Health

Health Professional Ministry of Health Ministry of Health School Board

3. Catheterization, Manual expression of bladder/stoma, Postural drainage/suctioning, Tube feeding

Health Professional Ministry of Health Ministry of Health School Board

4. Lifting and positioning, Assistance with mobility, Feeding, Toileting

Aide or other personnel School Board School Board and Ministry of Health

Ministry of Health

5. Therapies:

Physio/Occupational: • Intensive clinical (treatment)

Qualified therapist Ministry of Health Ministry of Health Ministry of Health

• General maintenance exercises Aide School Board Ministry of Health Ministry of Health

Speech: Speech pathology (treatment of moderate-severe articulation, stuttering and voice disorders)

Speech Pathologists Ministry of Health Ministry of Health Ministry of Health

6. All Services in Children’s Residential Care/Treatment Facilities

Aides/Health Professionals

Ministry of Community and Social Services

Ministry of Community and Social Services

Ministry of Health

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Specialized Health Support Services

Agency or position of person who performs the service (e.g., CCAC, Board staff, parent, student)

Eligibility criteria for students to receive the service

Position of person who determines eligibility to receive the service and the level of support

Criteria for determining when the service is no longer required

Procedures for resolving disputes about eligibility and level of support (if available)

Administering of Prescribed Medications

TDSB or CCAC CCAC TDSB Professional Staff or CCAC Case Manager

Assessed by TDSB Professional Staff and CCAC Case Manager

TDSB Case Conference CCAC Case Manager

Assistance with Mobility TDSB

CCAC – where student has 1:1 nursing

TDSB/CCAC TDSB Professional Staff or CCAC Case Manager

Assessed by TDSB Professional Staff and CCAC Case Manager

TDSB Case Conference CCAC Case Manager

Catheterization TDSB or CCAC CCAC TDSB Professional Staff or CCAC Case Manager

Assessed by TDSB Professional Staff and CCAC Case Manager

TDSB Case Conference CCAC Case Manager

Feeding TDSB

CCAC – if G-tube

TDSB/CCAC TDSB Professional Staff or CCAC Case Manager

Assessed by TDSB Professional Staff and CCAC Case Manager

TDSB Case Conference CCAC Case Manager

Lifting and Positioning TDSB or CCAC TDSB\CCAC TDSB Professional Staff or CCAC Case Manager

Assessed by TDSB Professional Staff and CCAC Case Manager

TDSB Case Conference CCAC Case Manager

Nursing CCAC CCAC TDSB Professional Staff or CCAC Case Manager

Assessed by TDSB Professional Staff and CCAC Case Manager

TDSB Case Conference CCAC Case Manager

Nutrition CCAC CCAC TDSB Professional Staff or CCAC Case Manager

Assessed by TDSB Professional Staff and CCAC Case Manager

TDSB Case Conference CCAC Case Manager

Specialized Health Support Services

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Specialized Health Support Services

Specialized Health Support Services

Agency or position of person who performs the service (e.g., CCAC, Board staff, parent, student)

Eligibility criteria for students to receive the service

Position of person who determines eligibility to receive the service and the level of support

Criteria for determining when the service is no longer required

Procedures for resolving disputes about eligibility and level of support (if available)

Occupational Therapy

(PH and DD Programs only)

TDSB, CCAC

TDSB/CCAC TDSB Professional Staff or CCAC Case Manager

Assessed by TDSB Professional Staff and CCAC Case Manager

TDSB Case Conference CCAC Case Manager

Physiotherapy

(PH and DD Programs only)

TDSB, CCAC

TDSB/CCAC TDSB Professional Staff or CCAC Case Manager

Assessed by TDSB Professional Staff and CCAC Case Manager

TDSB Case Conference CCAC Case Manager

Speech Therapy CCAC – referred by TDSB

Speech-Language Pathologists

CCAC TDSB Speech-Language Pathologists and CCAC Case Manager

CCAC Case Manager TDSB Case Conference CCAC Case Manager

Suctioning TDSB or CCAC CCAC TDSB Professional Staff or CCAC Case Manager

Assessed by TDSB Professional Staff and CCAC Case Manager

TDSB Case Conference CCAC Case Manager

Toileting TDSB TDSB/CCAC TDSB Professional Staff or CCAC Case Manager

Assessed by TDSB Professional Staff and CCAC Case Manager

TDSB Case Conference CCAC Case Manager

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Staff Organization and Responsibilities: Special Education and Section 23 Programs

Department Administrative Structure

Executive Supertintendent Special Education and Section 23 Programs

Coordinating Superintendent Coordinating Superintendent

Section 23 Programs Central Coordintating Principal

Vice Principal Central Coordinator

Regional Special Education Services West

Regional Supervising Principals Regional Vice Principals

Regional Exceptionality Coordinators FOS Consultants

Low Incidence Consultants Secondary Consultants

Central Coordinator Deaf/Hard of Hearing

Regional Special Education Services East

Regional Supervising Principals Regional Vice Principals

Regional Exceptionality Coordinators FOS Consultants

Low Incidence Consultants Secondary Consultants

Central Coordinator Blind/Low Vision

Regional Support Services

Autism and Behaviour

Central ASD Coordinator Autism Spectrum Disorder Team

Central BRS Coordinator Behaviour Regional Services Team

Processes, Practices, Procedures SEA & SIP

Central Coordinator SEA Team

Professional Learning

Processes, Practices, Procedures SAP CRM

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Department Roles and Responsibilities The following outlines the role descriptions for centrally assigned educational personnel, who are available to provide assistance to schools in teaching students with special needs and students with exceptionalities.

Executive Superintendent – Special Education and Section 23 Programs • Oversees development, implementation and review of all procedures, policies, and initiatives within

Special Education and Section 23 Programs

• Ensures implementation of the Special Education Plan

• Responsible for the development, implementation, tracking and monitoring of the special education component of the Board Improvement Plan for Student Achievement and Years of Action

• Oversees staff allocation process

• Provides monthly reports to the Special Education Advisory Committee (SEAC)

• Responds to and supports SEAC members to carry out their role as a statutory committee that advises the Board on matters related to special education

• Oversees Special Equipment Allocation (SEA) and Special Incidence Portion (SIP) processes

• Oversees allocation of all non-discretionary and discretionary budgets for Special Education and Section 23 Programs

• Oversees, coordinates and reviews Business Practices, Department Plan, Key commitments, and department messages

• Liaises with the Ministry of Education with regard to initiatives, directions, Ministry funding, policies and procedures

• Responds to Trustees’ questions, concerns and suggestions

• Participates in various system-wide committees

Coordinating Superintendent – Special Education • Provides direct leadership in the development, implementation, tracking and monitoring of the Special

Education component of the Board Improvement Plan for Student Achievement and Years of Action

• Provides leadership in the implementation of the TDSB Special Education Plan

• Provides leadership in fostering equity and inclusiveness in the development and implementation of programs and services

• Facilitates exemplary practices in assessment and instructional strategies, using evidence-based research and current best practices

• Collaborates in developing, implementing and communicating exemplary delivery standards for all special education programs and services

• Supports the Executive Superintendent in the annual staff allocation process as related to the provision of special education programs and services, using data-informed decision-making

• Effectively deploys and manages special education staff and resources to schools

• Liaises with Employee Services about staff-allocation and emergent staffing issues

• Supports the Executive Superintendent in the development, implementation, and review of secondary and elementary special education initiatives across the TDSB

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• Provides expertise, leadership, and coordination in the development and delivery of Secondary Special Education programs, services, and professional development

• Provides leadership in the co-ordination of Individual Education Plans (IEPs) and Identification, Placement and Review Committee (IPRC) processes

• Works collaboratively with Regional Supervising Principals to build capacity and maintain consistency across the system

• Provides intensive support for the special education regional leadership teams

• Collaborates on an on-going basis with regional Special Education staff and other staff in the system to ensure that services and programs are responsive to the needs of students, schools, families and communities

• Provides direct leadership for a team of Exceptionality Co-ordinators

• Oversees Department processes related to requests for Special Education Appeal Boards and complete follow-up processes involving Board reports to trustees

• Oversees Department processes related to requests for Special Education Tribunals and Ontario Human Rights Tribunals and complete follow-up processes

• Provides support and supervision to the Central Co-ordinators for Autism, Behaviour, Assistive Technology (SEA/SIP) and oversees the delivery of services

• Consults with and supports SEAC members in carrying out their role as a statutory committee that advises the Board on matters related to special education

• Provides monthly reports to the Special Education Advisory Committee (SEAC)

• Assists the Executive Superintendent in effective budget control and fiscal management, maintaining discretionary and non-discretionary Special Education budget

• Liaises with Professional Support Services to maintain alignment with the Special Education Plan and to develop, implement, and review relevant policies, procedures, and initiatives

• Responsible for the development, implementation provision and evaluation of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning, in response to the needs of special education department and school-based staff

• Builds system capacity by working collaboratively with providers of professional learning across TDSB Departments to ensure the consistent use of professional learning strategies across the system

• Liaises with other educational authorities and community agencies in response to program and service delivery needs

• Provides central coordination for special projects/initiatives (e.g., research projects)

• Supports the decision-making, data-gathering, analysis, prioritization and solution design related to the SAP CRM web-based application of the Individual Education Plans (IEPs) and Identification, Placement and Review Committee (IPRC) process

• Collaborates with staff from Student Information Systems, IT Knowledge Systems and Research and Information Services to ensure compliance of special education data for Ministry reporting requirements and to develop monitoring practices that enhance the gathering and reporting of accurate data

• Assists the Executive Superintendent in reporting to the Board and the Ministry of Education as required

• Liaises with the Ministry of Education with regard to initiatives, directions, Ministry funding, policies, and procedures and provides support and leadership in Ministry of Education initiatives

• Responds to critical issues and concerns related to special education

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• Enhances opportunities for parent engagement to improve understanding of special education programs and services within the Board

• Participates in meetings with parents, schools, and communities to further an understanding of special education services

• Represents the Special Education Department in various system wide committees and external committees with community partners

Principals

Central Coordinating Principal – Section 23 Programs • Provides leadership in fostering equity and inclusiveness in the development and implementation of

programs and services to elementary and secondary schools and TDSB • Supports the implementation of the TDSB Years of Action • Manages complex communication with teachers, educational assistants, agency staff, TDSB senior

staff and central contacts, Ministry contacts, parents and students in support of sixty-five disparate programs across the GTA

• Co-ordinates the development and implementation of programs and services using data-informed decision-making

• Ensures that program and service standards are developed and adhered to and that Section-wide consistency and co-ordination is maintained in the delivery of exemplary programs

• Facilitates exemplary practices in assessment and instructional strategies, based upon evidence-based research and current best practices

• Oversees tracking and monitoring of student achievement

• Oversees co-ordination of Individual Education Plans (IEPs) and Identification, Placement and Review Committee processes

• Ensures effective transition processes for students entering or exiting Section 23 programs by aligning with TDSB system goals for student success in collaboration with Toronto District School Board staff

• Leads, supervises, evaluates and collaborates with the Section 23 elementary and secondary vice-principals, chairs, assistant curriculum leaders, coordinator, teachers, educational assistants, office supervisor and office assistants

• Provides leadership related to effective networking opportunities and Professional Learning to build capacity for Section 23 staff, guided by the TDSB System Standards for Professional Learning in response to the needs of Section 23 staff and their students

• Oversees all operational procedures associated with the Toronto District Secondary School (TDSS) and the Toronto District Elementary School (TDES) such as grade reporting, staffing, timetabling of students and teachers, teacher performance appraisals, staff discipline processes, teacher absence, curriculum and program development, budget, deployment of resources, etc.

• Organizes and supervises annual Section 23 Summer School • Participates in Family of Schools/Special Education/TDSB initiatives to promote staff development and

student achievement

• Participates in meetings with Superintendents of Education, Trustees, school communities and other central departments to further the understanding of excellence in teaching and engaged learning for students

• Negotiates and supports the Memorandum of Understanding between the TDSB and specific agencies under the mandate of the Ministry of Education (MOE) for “non-resident pupils”

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• Liaises and collaborates with TDSB staff, outside agencies and government ministries who support the Care and Treatment component for students in Section 23 programs to promote student wellbeing and achievement

• Liaises with the Ontario Administrators Association for Care, Treatment, Custody and Corrections (CTCC) in order to improve staff/administrator effectiveness through research into best practices

• Assists senior staff in providing reports to the Board, MOE and Special Education Advisory Committee (SEAC)

• Works collaboratively with agencies, TDSB staff, Central Accommodation Team and planning department on securing appropriate space with schools for Section programs

• Throughout the year, plans and leads vice principals, teachers and agency partners through all aspects of the Ministry Monitoring process

Supervising Principal – Regional Special Education Services (East/West) Within the region:

• Supervises and provides leadership for special education region leadership team of coordinators and consultants, including those associated with the Blind/Low Vision programs and/or Deaf/Hard of Hearing programs

• Collaborates in developing, implementing, and communicating delivery standards for all special education services

• Responsible for the development, implementation, tracking and monitoring of the Special Education component of the Board Improvement Plan for Student Achievement and Years of Action within a region

• Collaborates on an ongoing basis with other School Services staff in the region and system to ensure that services and programs are responsive to the needs of students, schools, families, and communities

• Provides direct leadership in the implementation of the Special Education Plan

• Organizes all aspects of the IPRC process, consistent with relevant legislation and the TDSB Special Education Plan

• Effectively deploys and manages special education staff and resources to schools and Families of Schools

• Administers all aspects of staffing to schools as related to the provision of special education services

• Provides leadership in the development and implementation of staff development initiatives

• Provides leadership in Ministry of Education initiatives

• Assists the Executive and Coordinating Superintendents – Special Education in reporting to the Board and the Ministry of Education, as required

• Maintains effective budget control and fiscal management

• Attends a range of meetings within and outside the Board, as required

• Participates in meetings with parents/guardians, schools, and communities to further an understanding of special education services

• Works in collaboration with the Special Education Advisory Committee (SEAC)

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Vice Principals

Vice Principal – Regional Special Education Services (East/West) Within the region:

• Supervises and provides leadership for special education region leadership team of coordinators and consultants

• Collaborates in developing, implementing, and communicating delivery standards for all special education services

• Assists the supervising principal with the development, implementation, tracking and monitoring of the Special Education component of the Board Improvement Plan within a region

• Supports the implementation of the Special Education component of the Board Improvement Plan

• Collaborates on an ongoing basis with other School Services staff in the region and system to ensure that services and programs are responsive to the needs of students, schools, families, and communities

• Facilitates the implementation of the Special Education Plan

• Supports the deployment and management of special education staff and resources to schools and Families of Schools

• Administers all aspects of staffing to schools as related to the provision of special education services

• Responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students

• Provides leadership in Ministry of Education initiatives

• Assists the Coordinating Superintendent – Special Education in reporting to the Board and the Ministry of Education, as required

• Attends a range of meetings within and outside the Board, as required

• Participates in meetings with parents/guardians, schools, and communities to further an understanding of special education services

• Works in collaboration with the Special Education Advisory Committee (SEAC)

Vice Principal – Section 23 Programs - Elementary • Provides leadership in fostering equity and inclusiveness in the development and implementation of

programs and services

• Supports the implementation of the TDSB Years of Action

• Manages complex communication with teachers, educational assistants, agency staff, TDSB central staff contacts, Ministry contacts, parents and students in support of disparate programs across the GTA

• Works in collaboration with the Central Co-ordinating Principal (CCP) and members of the Administrative Team to provide instructional leadership and build teacher capacity

• In collaboration with the liaison team, and under the direction of the CCP supports teachers in the geographically disparately located sites

• Understands and supports the Memorandums of Understanding between TDSB and the Agency Partners

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• Supports the nuances of shared governance both at the classroom level and the Agency/Ministry level and work to strengthen the partnerships

• Has comprehensive knowledge of the Special Education Plan for the TDSB

• Facilitates the development and implementation of the IEP as the educational plan for Section 23;

• Ensures the integrity of the IPRC process

• Uses a team approach to develop a vision to support the transition of students to and from Section 23 to the most appropriate placement

• Harnesses current Information Technology (IT) to promote equitable access to the curriculum

• Advances the use of a wide variety of assistive technology

• Manages and supervises the grade reporting process, timetabling, staffing and OnSIS reports

• Works effectively with parents, families and contacts from both internal and external school boards who have need of agency intervention

• Promotes the use of IT for intra-school communication amongst staff

• Works collaboratively as needed with the Ministry of Education, Ministry of Child and Youth Services – Mental Health and Youth Justice.

• Works in collaboration with CCP, Section VP’s and office staff to support disparately located programs and teachers

• Demonstrates understanding of data driven instructional leadership promoting high-yield research-based instructional strategies

• Oversees teacher absence reporting and is responsible for ensuring site coverage

• Completes all required Performance Appraisals Teacher Performance Appraisals and be responsible for ongoing supervision of teachers and educational assistants

• Ensures that evidence-based best practices are being implemented at each site

• Advocates on behalf of students served through Section 23 Programs

• Participates in the Ontario Administrators’ Organization for CTCC

• Works in collaboration with the CCP, agency partners and teachers to support the Ministry Monitoring process

• Performs all duties associated with the role of Vice-Principal as directed and delegated by the CCP

• Establishes and supports professional learning communities, professional development and mentoring

• Takes a leadership role in partnership meetings

Vice Principal – Section 23 Programs – Secondary • Provides leadership in fostering equity and inclusiveness in the development and implementation of

programs and services

• Supports the implementation of the TDSB Years of Action • Manages complex communication with teachers, educational assistants, agency staff, TDSB central

staff contacts, Ministry contacts, parents and students in support of disparate programs across the GTA

• Works in collaboration with the Central Co-ordinating Principal (CCP) and members of the Administrative Team to provide instructional leadership and build teacher capacity

• Has comprehensive knowledge of the Special Education Plan for the TDSB

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• Works effectively with parents, families and contacts from both internal and external school boards who have need of agency intervention

• Uses a team approach to develop a vision to support the transition of students to and from Section 23 to the most appropriate placement

• Supports the Memorandums of Understanding between TDSB and the Agency Partners

• Demonstrates understanding of data driven instructional leadership promoting high-yield research-based instructional strategies

• Advocates on behalf of students served through Section 23 Programs

• Promotes the use of assistive technology to further equitable access to the curriculum

• Advances the use of information technology for intra-school communication amongst staff

• Manages and supervises the grade reporting process, timetabling, staffing and OnSIS reports

• Manages and supervises the development and implementation of students’ I.E.P.s

• Ensures the integrity of the IPRC process

• Oversees teacher absence reporting and is responsible for ensuring site coverage

• Completes all required Performance Appraisals and is responsible for ongoing supervision of teachers and educational assistants

• Establishes and supports professional learning communities, professional development and mentoring

• Works in collaboration with the CCP, agency partners and teachers to support the Ministry Monitoring process

• Participates in FOS/Special Education initiatives for system-wide alternative learning (e.g. Credit Recovery)

• Works in collaboration with CCP, Section VP’s and office staff to support disparately located programs and teachers

• Ensures that evidence-based best practices are being implemented at each site

• Works collaboratively as needed with the Ministry of Education, Ministry of Child and Youth Services – Mental Health and Youth Justice

• Participates in Ontario Administrators’ Organization for CTCC

• Supports the nuances of shared governance both at the classroom level and the Agency/Ministry level and works to strengthen the partnerships

• Performs all duties associated with the role of Vice-Principal as directed and delegated by the CCP

• Takes a leadership role in partnership meetings

Coordinators

Central Coordinator – Autism Services • Acts as an expert resource to TDSB administrators, school staff, parents/guardians and the

community

• Supports the implementation of the Special Education component of the Board Improvement Plan

• Is responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students

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• Liaises with other educational authorities and community agencies in response to program and service delivery needs within the Education Offices

• Coordinates the review, development, and implementation of current and identified special education processes and practices, in keeping with the needs-based focus of the Special Education Plan

• Liaises with Consultants/Co-ordinators/Supervising Principals in the regions to ensure the effective implementation of Autism Services;

• Provides expertise in programming for students with ASD needs, based on current research and best practices

• Coordinates services within the Connections Initiative for students with autism

• Fulfills specific TDSB-wide special education operational responsibilities, as assigned by the Senior Superintendent – Special Education

• Coordinates the development and implementation of programs and services for students with ASD in elementary and secondary schools

• Ensures that program and service standards are developed and adhered to, and that TDSB-wide consistency and coordination are maintained in the delivery of special education programs and services

• Coordinates services within the Autism Services Team

• Liaises with TDSB School Services to coordinate service practices with respect to instruction and assessment/evaluation for students with exceptional needs

• Provides leadership in TDSB elementary/secondary IEP development, transition planning, and quality assurance procedures

• Develops and implements relevant data management and research processes

• Provides central coordination for special projects/initiatives (e.g., research projects)

Central Coordinator – Behavioural Services • Acts as an expert resource to TDSB administrators, school staff, parents/guardians and the

community

• Supports the implementation of the Special Education component of the Board Improvement Plan

• Develops, implements and provides effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students with behavioural challenges

• Liaises with TDSB departments and Section 23, as well as other educational authorities and community agencies in response to program and service delivery needs students with behavioural challenges

• Coordinates the review, development, and implementation of current and identified special education processes and practices, in keeping with the needs-based focus of the Special Education Plan

• Fulfills specific TDSB-wide special education operational responsibilities, as assigned by the Coordinating Superintendent – Special Education

• Coordinates the development and implementation of programs and services for students with behavioural challenges in elementary and secondary schools

• Provides expertise in programming for students with behavioural challenges, based on current research and best practices

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• Coordinates services within the Behavioural Regional Services Team, including managing the referral process, a system communication plan, case assignment and management, data collection, budget, staff and resource allocation

• Liaises with Consultants/Co-ordinators/Supervising Principals in the regions to ensure the effective implementation of Behavioural Services

• Ensures that program and service standards are developed and adhered to, and that TDSB-wide consistency and coordination are maintained in the delivery of special education programs and services for students with behavioural challenges

• Liaises with TDSB School Services to coordinate service practices with respect to instruction and assessment/evaluation for students with exceptional needs

• Provides leadership in TDSB elementary/secondary IEP development, transition planning, and quality assurance procedures

• Analyzes regional data to determine system needs and trends for students with behavioural challenges

• Builds capacity in the team and the system in the implementation of Applied Behaviour Analysis

• Develops and implements relevant data management and research processes

• Provides central coordination for special projects/initiatives (e.g., research projects)

Central Coordinator – Processes, Practices and Procedures (SEA/SIP) • Acts as an expert resource to TDSB administrators, school staff, parents/guardians and the

community • Supports the implementation of the Special Education component of the Board Improvement Plan • Is responsible for the development, implementation and provision of effective Professional Learning,

aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students

• Liaises with other educational authorities and community agencies in response to program and service delivery needs within the Education Offices

• Coordinates the review, development, and implementation of current and identified special education processes and practices, in keeping with the needs-based focus of the Special Education Plan

• Fulfills specific TDSB-wide special education operational responsibilities, as assigned • Liaises with Consultants/Co-ordinators/Supervising Principals in the regions to ensure the effective

implementation of SEA (assistive technology) and SIP • Ensures that program and service standards are developed and adhered to related to assistive

technology and that TDSB-wide consistency and coordination is maintained in the delivery of exemplary Special Education programs and services

• Liaises with appropriate TDSB and Ministry of Education personnel re: Special Education business and procedural practices, e.g. SEA Claims, SIP Claims, standards, regulations

• Provides leadership in TDSB elementary/secondary IEP development, transition planning, and quality assurance procedures

• Provides leadership in fostering equity and inclusiveness in the development and implementation of programs and services

• Develops and implement appropriate system-wide communication strategies that support an understanding of assistive technology in the TDSB (i.e. maintaining website, developing resources, newsletter, podcasts, Twitter, Facebook, etc.)

• Provides central coordination for special projects/initiatives

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Special Education Coordinator – Section 23 Programs

• Within the scope of the TDSB Special Education Plan, coordinate the development and implementation of programs and services using data-informed decision-making for students in TDES and TDSS

• Supports the implementation of the TDSB Years of Action

• Provides leadership in fostering equity and inclusiveness in the development and implementation of curriculum, programs and services for student success

• Ensures that program and service standards are developed and adhered to and that TDSB-wide consistency and coordination are maintained in the delivery of exemplary Special Education programs and services

• Facilitates exemplary practices in assessment and instructional strategies, based upon evidence-based research and current best practices for specific exceptionalities

• Provides leadership as assigned in matters related to the coordination of special education services and the implementation of Shared Solutions

• Develops, implements and provides effective Professional Learning, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students with special needs in the elementary level and in the secondary level in credit and non-credit courses

• Ensures that IEPs for students who are exceptional in Section 23 Programs meet TDSB system standards

• Coordinates the IPRC and SEPRC process for Section 23 Programs inclusive of TDES and TDSS

• Supports students with special needs transitioning in and out of TDES and TDSS

• Supports ongoing use of web-based IEPs and IPRCs

• Develops and implements relevant data management and research processes, to determine current and future needs

• Acts as an expert resource to principals, teachers, educational assistants, school staffs, School Support Teams, special education staff, curriculum leaders, partner agencies and parents

• Liaises with TDSB departments, as well as educational authorities and community services in response to program and service delivery needs for students with exceptionalities

• Implements Ministry of Education and TDSB initiatives, policies and procedures related to Special Education

• Assumes leadership for portfolios and/or projects related to special education within Section 23 Programs

• Assists the Central Coordinating Principal in all administrative duties related to the programs and services for students who are exceptional

• Participates in meetings as required (including IPRCs, Case Conferences, Administrative Team, Student, Success Team, Transition Committee, Special Education Department, etc.)

System Coordinators – Deaf/Hard of Hearing, Blind/Low Vision

Across the system for their exceptionality:

• Coordinates the development and implementation of programs and services for Deaf and Hard of Hearing, Blind/Low Vision, and deafblind students in elementary and secondary schools

• Ensures that Ministry of Education program and service standards are developed and adhered to, and that TDSB-wide consistency and coordination are maintained in the delivery of special education programs and services for students who are Deaf and Hard of Hearing and/or students who are

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Blind/Low Vision.

• Supports the implementation of the Special Education component of the Board Improvement Plan

• Responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students

• Acts as expert resources and support to TDSB administrators, central and regional staff, school staff, parents/guardians and the community with respect to needs of students who are Blind/Low Vision, Deaf and Hard of Hearing, and deafblind.

• Liaises with Support Services with respect to assessment needs and ongoing support services

• Provides program-related leadership and expertise to staff

• Liaises with other educational authorities, provincial schools, and community agencies in response to program and service delivery needs

• Conducts assessments on referred students, and consult with special education staff, principals, teachers, and parents/guardians regarding possible placements

• Coordinates supports to identified students in conjunction with other School Services staff within the region and centrally

• Develops and implement professional development programs for staff working in the programs

• Coordinates all aspects of Special Education Equipment Funding claims

• Participates in the interview/selection process of qualified teachers and support staff

Regional Exceptionality Coordinators Within each region, Special Education Program Coordinators each assume responsibility for one of the following exceptionalities:

Behaviour: Behaviour

Communication: Autism, Learning Disability, Language Impairment, Speech Impairment

Intellectual: Gifted, Mild Intellectual Disability

Low Incidence: Developmental Disability, Physical Disability

Within the region for their exceptionality, Program Coordinators:

• Provides leadership as part of the regional special education team

• Acts as expert resource to principals, school staffs, school support teams, special education staff, and instructional leaders, teachers, and parents/guardians

• Within the scope of the TDSB Special Education Plan, coordinates the development and implementation of programs and services for a region

• Ensures that program and service standards are developed and adhered to, and that TDSB-wide consistency and coordination is maintained in the delivery of special education programs and services

• Supports the implementation of the Special Education component of the Board Improvement Plan

• Responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their student

• In collaboration with the quadrant Support Services department, ensures that student records and information comply with Ministry requirements

• Provides expertise in programming for specific exceptional needs, based on current research and best practices

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• Coordinates the IPRC process within a region

• Liaises with Support Services with respect to assessment needs and ongoing support services

• Liaises, in the case of Behaviour and Low Incidence Coordinators, with Section 23, including transition IPRCs or SEPRCs

• Develop and implement professional development in response to system needs

• Liaises with other educational authorities and community agencies in response to program and service delivery needs within the region

• Supports the region Supervising Principal of Special Education in budget staff allocation and any other duties assigned

• Places students and helps facilitate their transitions into Intensive Support Programs

Consultants Regional Special Education Family of Schools (FOS) Consultant Within an assigned Family of Schools (FOS) in the region:

• Provides consultative support for special education programs and services within a Family of Schools

• Facilitates the delivery of special education programs and services that meet standards developed by the TDSB

• Supports the implementation of the Special Education component of the Board Improvement Plan

• Is responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students

• Supports and collaborates with both special education and regular class teachers in the development and monitoring of IEPs to meet the needs of students with or without exceptionalities

• Acts as resources to principals, school staffs, school support teams, special education staff and instructional leaders, teachers, and parents/guardians within a Family of Schools.

• Supports the School Support Team in the Early and Ongoing Identification of the needs of students with exceptionalities within a Family of Schools

• Supports the School Support Team in the process of referring students to the Identification, Placement, and Review Committee (IPRC)

• Maintains data on special education programs and services within a Family of Schools

• Supports professional development initiatives

• In consultation with the Special Education Program Coordinators, provides in-services within a region and Family of Schools

• Acts as resource personnel to school staff with regard to processing and tracking SEA claims (Specialized Equipment Amount) and SIP (Special Incidence Portion) claims

• Assists with other department initiatives as assigned, in collaboration with coordinators, supervising principals, and lead principal

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Regional Special Education Low Incidence (LI) Consultants Within the region, LI Consultants:

• Provides consultative support to students and teachers in Low Incidence Programs (students, their parents/guardians, teachers, support staff, administrators) on a referral basis or as assigned by the Low Incidence Coordinators

• Supports the implementation of the Special Education component of the Board Improvement Plan

• Is responsible for the development, implementation and provision of effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students

• Attends selected reviews for students in Low Incidence classes, particularly supporting students (and their parents/guardians who may be moving to new locations

• Facilitates intake of students from specialized daycares/preschools to assist in the preschool-to-school transition

• Provides appropriate orientation and support to teachers new to Low Incidence programs on a referral basis

• Supports regional Low Incidence initiatives – Barrier Free, Low Incidence Professional Development, Projections and Placements

• Supports regional Initiatives (e.g., MART in-services, Summer Institutes)

• Provides support for transition planning for students in Low Incidence Programs

• Collaborates with Experiential Learning and Low Incidence Team and Physiotherapy/Occupational Therapy, Speech-Language Consultants assigned to the Low Incidence programs

• Maintains relationships with outside agencies and other programs that provide social, clinical, and/or medical support for student with Low Incidence needs and their parents/guardians (e.g., attending intake, discharge, and other parents/guardians meetings with outside agencies)

• Participates in duties as assigned by the Supervising Principal and the Low Incidence Coordinators (including Specialized Equipment Amount claims, SIP claims, support to school staff, including SNAs)

• Liaises with Regional ASD Team and Behaviour Regional Services (BRS) Teams

Special Education Consultants – ASD Team

Within a Region and as assigned:

• Provides leadership in fostering equity and inclusiveness in the development and implementation of programs

• Supports and collaborates with both Special Education and regular class teachers in the development and monitoring of Individual Education Plans and Transition Plans to meet the needs of students with an ASD

• Acts as a resource to principals, school staffs, school support teams, special education staff, instructional leaders, teachers and parents

• Collaborates with Toronto Partnership for Autism Services (TPAS) and other IBI service providers in the transition of students receiving IBI services

• Collaborates with the Central Coordinator, Autism Services and the School Support Program – ASD (Surrey Place Centre) in the identification of professional learning and resource requirements within the TDSB

• Monitors and maintains a database of students with an ASD, including those transitioning into the TDSB

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• Supports other members of the ASD team

• Provides direct service including modeling strategies with students, demonstrating how to use resources or implementing suggestions offered to teachers

• Liaises with parents throughout the process of a referral

• Participates in and delivers professional development activities

• Other duties as assigned

Special Education Consultant – Assistive Technology (SEA)

Across the system and as assigned:

• Acts as an expert resource and provide training as necessary to the principals, staff, school support teams, special education staff, instructional leaders, teachers and parents about the SEA and SIP processes

• Audits and completes SEA and SIP application packages to meet Ministry standards and participate in Ministry audits

• Provides leadership in fostering equity and inclusiveness in the development and implementation of programs

• Supports the implementation of the Special Education component of the Board Improvement Plan

• Supports SEA and SIP processes by ensuring appropriate data is collected for Ministry and maintained on SAP

• Works together with Central Coordinator responsible for SEA/SIP and Assistive Technicians as a member of a team

• Supports and promotes initiatives through social media

• Works alone or in collaboration with other staff to implement & provide effective Professional Learning and training , guided by the TDSB System Standards for Professional Learning, to support system-wide specific initiatives, assist staff in incorporating assistive technology in their teaching methods, and to educate students and staff on the software programs in order that students are able to access the curriculum and meet the goals set out by the IEP

• Aids teachers in development of IEPs to reflect use of assistive technology for SEA claims and behaviour management strategies for SIP claims

• Supports the implementation of Read and Write across TDSB and other initiatives supported by the SEA claim process, i.e. Ministry software, Interactive whiteboards and/or other initiatives

• Provides professional development support for parents re assistive technology software via online resources and workshops throughout the year

• Maintains a central database and records, including student achievement data to assist in assessing the effectiveness of specific initiatives

• Other duties as assigned

Special Education Consultant – Secondary

Within a Region and as assigned: • Provides consultative support for special education programs and services within targeted secondary

schools across the region with a focus on improving student achievement;

• Provides expertise and co-ordination in the development and delivery of Special Education programs and services at the secondary level that meet standards developed by the TDSB

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• Supports the implementation of the Special Education component of the Board Improvement Plan within the secondary panel

• Develops, implements and provides effective Professional Learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their secondary students with special needs

• Acts as a resource to secondary school staff, School Support Teams and Curriculum Leaders within secondary schools

Special Education Itinerant Teachers

Special Education Itinerant Teacher – Behaviour (Elementary & Secondary) Within a Region and as assigned: • Supports staff, in both regular and special education classes, in the development and implementation

of a range of programming interventions, strategies and resources that address the needs of students with behavioural challenges;

• Writes reports to document recommended interventions, strategies and resources;

• Works as part of a multi-disciplinary team to promote positive behaviour support strategies that enhance student understanding of the school environment and its expectations;

• Supports and collaborates with teachers in the development, implementation, and monitoring of Individual Education Plans (with alternative program for intra/inter personal skills), Safety Plans, ABC Data Recording Charts/Behaviour Logs, functional behaviour approaches and procedures related to PR 699;

• Supports and collaborates with teachers in the collection and analysis of data to support student success;

• As a member of the Behavioural Regional Services Team, meets on a defined schedule throughout the school year to plan, develop and promote best practices;

• Collects and analyzes regional data to determine system needs and trends for students with behavioural challenges;

• Develops, implements and provides effective professional learning, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their students with behavioural challenges;

• Supports the implementation of the Special Education component of the Board Improvement Plan;

• Partners with TDSB staff, parents/guardians and appropriate community services in ongoing program development, implementation and evaluation;

• Provides leadership in fostering equity and inclusiveness in the development and implementation of programs and services;

• Communicates as necessary with the teacher(s) and parent/guardian/caregiver with respect to students’ behaviour support plans;

• Provides expertise in programming and assessment for students with behavioural challenges through mentoring, demonstration, and the provision of professional learning opportunities;

• Participates in the prioritization of referrals and management of complex cases;

• Attends training and professional learning sessions commensurate with the role;

• In secondary schools, supports the implementation of Focus on Success programs

• Other duties as assigned

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Special Education Itinerant Teacher – Assistive Technology (SEA) Within a Region and as assigned: • Provides support in all aspects of implementing projects involving assistive technology; this can

include consulting with the school regarding hardware, software and training needs, planning the use of technology in the school, providing one to one support to students and teachers to incorporate technology into teaching and learning, and follow up on an ongoing basis

• Provides direct modelling, job imbedded PD and coaching to teachers and students in using assistive technology on an ongoing basis (i.e. Ministry software, SEA software, interactive whiteboards and /or new projects being explored for students in Special Education)

• Works alone or in collaboration with other staff to implement and provide effective Professional Learning and training, guided by the TDSB System Standards for Professional Learning, regarding system initiatives and assistive technology to Central Staff and Board Administrators (this can include Beginning Teacher institutes)

• Aids teachers in the development of IEPs to reflect the use of assistive technology for SEA claims

• Assists teachers in the development of SEA and SIP claims and completing application packages for Ministry audit

• Supports teachers in using assistive technology with students in order that they are able to access the curriculum and meet the goals set out by the IEP

• Acts as an expert resource to principals, school staff, school support teams, special education staff and instructional leaders, teachers and parents to provide the latest information and research

• Attends Ministry and TDSB sponsored PD to be aware of the latest developments in technology and find innovative ways to integrate new technology into Special Education programs

• Develops and implements appropriate communication strategies that support an understanding of assistive technology and a sharing of excellent practices in the TDSB to build capacity among in-school staff members who are implementing initiatives, to share excellent practices with colleagues (i.e. maintaining website, developing resources)

• Provides professional development support for parents re assistive technology software via online resources and workshops throughout the year

• Provides leadership in fostering equity and inclusiveness in the development and implementation of programs effectively promoting differentiated instruction

• Liaises with SEA team technicians to provide solutions regarding technical issues that may arise when implementing projects

• Maintains a central database and records, including student achievement data to assist in assessing the effectiveness of specific initiatives

• Develops learning communities that support the implementation of assistive technology projects and provide ongoing mentorship through coaching/job embedded in-school PD

• Other duties as assigned

Special Education Itinerant Resource Teachers – Secondary Alternative Programs • Provides support for instruction based on students’ learning styles, strengths and needs in a variety of

settings which will include Secondary Alternative School sites

• Assists school staff in determining appropriate responses and strategies to address the issues of students with special needs

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• Works collaboratively with school staff/classroom teachers to effectively support the classroom program for their students with special education needs

• Supports and collaborates with both Special Education and regular class teachers, as well as students and parents in the development and monitoring of Individual Education Plans and transition plans to meet the exceptional needs of secondary students

• Participates in the ongoing assessment of the academic progress of secondary students with special needs

• Supports the School Support Teams in the referral of students to the Identification, Placement and Review Committee (IPRC)

• Facilitates the delivery of secondary Special Education programs and services that meet standards developed by the TDSB

• Provides leadership in fostering equity and inclusiveness in the development and implementation of special education programs within the secondary alternative schools

• Acts as a resource to the principals, school staff, School Support Teams and curriculum leaders within the secondary alternative schools

• Builds capacity among in-school staff who are implementing strategies for students with special needs;

• Establishes effective working procedures, a data management system and an effective communication process to track students receiving support

• Maintains effective communication with Central Special Education staff

• Develops, implements and provides effective professional learning for schools, Family of Schools, quadrant or at the system level, aligned to the Board Improvement Plan, guided by the TDSB System Standards for Professional Learning in response to the needs of TDSB staff and their secondary students

• Assists staff in the implementation of the principles of ABA as outlined in PPM 140

• Supports the principal and School Support Teams in the SEA and SIP process

• Other duties as assigned

School-Based Special Education Teaching Staff Within each school, teachers holding additional qualifications in Special Education may receive the following assignments:

Elementary Home School Program (HSP) Teacher The Special Education teacher in the Home School Program works in collaboration with the student's regular classroom teacher to address the student's needs. The primary role of the HSP teacher is to deliver and support specific parts of the curriculum and work with the regular classroom teacher to coordinate teaching responsibilities, schedule the student's day, assign homework, and monitor the student's progress.

Elementary Methods and Resource Teacher (MART) Methods and resource duties are assigned to a Special Education teacher within each elementary school as part of their teaching assignment. These duties are designed to provide support to students and staff. Ongoing professional learning opportunities prepare the Special Education teacher who has been assigned methods and resource support duties, to offer Special Education programming expertise and resources in the school.

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Elementary and Secondary Resource Program Teacher In both Elementary and Secondary schools, the Resource Support Program provides students with specific support from a Special Education teacher. Depending on the school model, this can be delivered in a number of ways. For example, a student may work with the special education teacher individually or in small groups. At the elementary level, this takes place either in his or her regular classroom (in-class support) or in a separate classroom (withdrawal support). In Secondary schools the Resource teacher is responsible for the GLE course. A student may work with a special education teacher either individually or in small groups in a separate classroom (withdrawal support).

Intensive Support Program (ISP) Teacher Teachers in Intensive Support Programs work full time with those students who require a more intensive level of support than is available through a regular class placement.

Secondary Curriculum Leader (CL) & Assistant Curriculum Leader (ACL) The Curriculum Leader and Assistant Curriculum Leader of Special Education are positions of responsibility assumed by qualified Special Education teachers in Secondary Schools. These teachers may have subject teaching assignments in addition to those related to the management and delivery of differing levels of support to students with IEPs.

Kindergarten Early Language Intervention (KELI) Program Teacher The KELI staff work under the supervision of the Supervising Principals of Special Education and Chiefs of Speech-Language Pathology for the assigned regional office. The teacher, in collaboration with the KELI speech-language pathologist:

• Implements oral language and early literacy programming to meet the needs of the KELI students

• Instructs four groups of eight Senior Kindergarten students, for a total of 32 students

• Observes the KELI Program students in their home school Kindergarten programs and provide programming suggestions/supports for their teachers

• Evaluates KELI program students’ oral language, early literacy, and social communication skills

• Communicates regularly with and provide support for parents/guardians of KELI Program students

• Reports orally in each term and in writing to parents/guardians and home school teachers mid-program and on completion of the program to parents/guardians and home school teachers

Special Education Teacher – Autism Special Project (Drewry S.S.) • Provides leadership in fostering equity and inclusiveness in the development and implementation of

programs and services

• Supports the successful transition of high-risk health and safety needs of students with ASD from IBI treatment to a secondary school classroom placement

• Plans and delivers an education program based on Ontario Curriculum expectations as well as alternative curriculum

• Selects from and implement a variety of personalized programming interventions, strategies and resources that may include, among others: direct instruction, predictable daily routines, use of visual instructional materials, behavioural intervention, social and communication skills and independent life skills

• Implements the requirements of PPM 140 into the classroom program and into students’ Individual Education Plan(s)

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• Works as part of a multi-disciplinary team in providing programming within the classroom that enhances the development of the students’ independence

• Attends regular and ongoing team meetings and professional learning sessions to plan and strategize for the clinical/educational goals of each student

• Addresses the physical safety needs of all students using BMS techniques that may include: behaviour shaping, prompting strategies, proximity control, etc. for the purpose of ensuring safe student learning

• Meets personal care and health needs related to ASD (these needs may include lifting and transferring, movement and positioning, feeding and approved administration of medication/medical procedures, with appropriate training provided)

• Collects data on an ongoing basis for the purpose of establishing programming goals

• Communicates on a regular basis with parents

• Other related duties as assigned

Special Education Teacher – Section 23 Programs • Provides leadership in fostering equity and inclusiveness in the development and implementation of

programs and services as reflected in Years of Action • Works as members of a multi-disciplinary team who programs for the educational needs of the

students in concert with the treatment goals of the partnership agency

• Collaborates with the agency to develop programming that meets the academic, social and emotional needs of the students, while teaching several different grade levels

• Leads and facilitate the delivery of Ontario Ministry of Education Curriculum, and for students with a MID or DD, curriculum delivery is linked to functional academics and activities of daily living

• Uses current assessment practices through implementing Growing Success

• Works in partnership with Agency personnel in a shared governance classroom

• In the Secondary Panel may also be responsible for the delivery of credit accumulation courses

• Is responsible for the stewardship of the resources and alignment with current best practices • Participates in team meetings related to the clinical needs of their students

• Uses current assessment and evaluation practices through implementing Growing Success

• Participates in all aspects of the Special Education Plan including IEP development and implementation and IPRC planning as required

• Initiates transition planning and are involved with the agency and community in the reintegration of the students into mainstream

• Is effective in using technology to deliver the curriculum and to increase student engagement and achievement

• Delivers individualized programming using high yield instructional strategies, within a structured and nurturing environment

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Paraprofessional Support Staff ABA Facilitator • Works as a member of a multi-disciplinary team in support of other members of the ASD team, bring

expertise in the area of ABA instructional methods

• Supports the implementation of TDSB and Ministry of Education initiatives such as PPM 140, etc;

• Collaborates with Toronto Partnership for Autism Services (TPAS) and other IBI service providers in the transition of students receiving IBI services

• Works directly in the classroom to model appropriate ABA instructional methods to teachers and support staff

• Acts as a resource to principals, school staffs, school support teams, special education staff, instructional leaders, teachers and parents

• Participates in and deliver professional development activities

• Other duties as assigned

Deafblind Intervenor Deafblind Intervenors work with students, who have been assessed by the W. Ross Macdonald School for the Blind, Deafblind Resource Department as being “educationally deafblind”. They have been specially trained to intervene between the student who has a dual sensory hearing and vision loss and the environment/classroom. Following the TDSB tiered approach, Deafblind Intervenors may work with more than one student who is deafblind.

Educational Assistant (EA) EAs work under the direction of the teacher and/or principal. They provide assistance in the presentation of a meaningful program by involvement in the classroom and playground activities, on excursions, and other areas as directed by the principal. Depending on their qualification categories, they enable students with a variety of emotional, behavioural, physical, personal care, and medical and academic needs to access the curriculum.

Sign Language Facilitator Sign Language Facilitators communicate through American Sign Language (ASL) to help make the curriculum accessible to students who use sign language as their primary method of communication.

Special Needs Assistant (SNA) SNAs are assigned to schools to assist regular or special-needs classroom teachers who have students with special needs who are “high risk” (special safety or medical needs) in their classes. Such needs present a constant, immediate, and extreme risk to the students and/or others.

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Staff Organization and Responsibilities: Student Support Services and Care

Student Support Services and Care – Administrative Structure

Psychological Services

Chiefs of Psychological Services Psychologists

Psychological Associates Psychoeducational Consultants

Social Work and Attendance Services

Chiefs of Social Work and Attendance Services

Social Workers Attendance Counsellors

Child and Youth Services

Chief of Child and Youth Services Child and Youth Counsellors

Child and Youth Workers

Speech-Language Pathology Services

Chiefs of Speech-Language Pathology Services

Speech-Language Pathologists

Occupational Therapy and Physiotherapy (OT/PT) Services

Chief of OT/PT Services Occupational Therapists

Physiotherapists

Executive Superintendent Student Support Services and Care

Mental Health and Well-Being System Support Social Workers

Senior Manager Professional Support Services

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Department Roles and Responsibilities The following outlines the role descriptions for centrally assigned professional support services personnel, who are available to provide assistance to schools in working with students with special needs and/or exceptionalities. The TDSB provides a variety of support services to:

• Assist teachers in understanding the special needs of students • Support students in accessing the curriculum • Link programming suggestions and/or recommendations to curriculum expectations • Help teachers to select accommodations and modifications for IEPs for students with special needs

Professional Support Services includes the following professional services: • Child and Youth Services • Occupational Therapy and Physiotherapy • Physiotherapy and Occupational Therapy • Psychology • Social Work and Attendance • Speech and Language Pathology

Professional Support Services staff may be contacted through the School Support Team. Support Services staff are supervised and organized by the Senior Manager of Professional Support Services, through the Chiefs of the individual professional services.

Executive Superintendent – Student Support Services and Care • Oversees development, implementation and review of all procedures, policies, and initiatives within

Student Support Services and Care

• Ensures implementation, tracking and monitoring of the Student Support Services component of the Board Improvement Plan for Student Achievement and Years of Action and other system-wide initiatives

• Ensures implementation of the Mental Health and Well-Being Strategy

• Supports the implementation of the Special Education Plan as it pertains to Professional Support Services staff

• Provides reports to the Special Education Advisory Committee (SEAC), as needed

• Oversees allocation of all non-discretionary and discretionary budgets for Student Support Services and Care

• Oversees, coordinates and reviews Business Practices, Department Plan, Key commitments, and department messages

• Acts as senior staff liaison to the Health and Mental Well-Being Committee

• Liaises with the Ministry of Education with regard to School Mental Health ASSIST, initiatives, directions, Ministry funding, policies and procedures

• Oversees the Model School Pediatric Health Initiative (pediatric clinics)

• Strengthens the collaboration with Toronto Public Health and other community partners, agencies and organizations

• Responds to Trustees’ questions, concerns and suggestions

• Participates in various system-wide committees

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Senior Manager of Professional Support Services The Senior Manager of Professional Support Services is responsible for the organization and coordination of all professional support services available to students, schools, families, and communities within the TDSB. The primary objectives for this position are to:

• Develop related policy initiatives and implement a coordinated service delivery plan for psychological, social work and attendance, occupational therapy/physiotherapy, and speech-language pathology, and child and youth services

• Allocate all staff and resources as they relate to support services to ensure equitable delivery of support services across the TDSB

• Develop, create, recommends, and implements strategies for effective budget control and fiscal management

• Develop, implement, and communicate delivery standards for all support services within established frameworks defining professional practice and ethics

• Ensure all services are provided on the basis of best practices, are needs driven, and are supported by appropriate professional development

• Implement a Board-wide strategy for the deployment of Support Services personnel in response to tragic events

• Participate in meetings with schools and communities to further an understanding of student support services and respond to concerns raised regarding services provided

• Liaise with other stakeholders to represent the Board as required

• Report to the Board and the Ministry of Education as required

Child and Youth Services

Chief of Child and Youth Services The Chief of Child and Youth Services is responsible district wide for the effective delivery of Child and Youth Services. The Chief:

• Is a resource to Principals and Employee Services in the hiring, supervising, and monitoring of the performance of Child and Youth Services staff

• Monitors and authorizes budget expenditures within established parameters

• Provides supervision to staff requiring consultation of specific issues

• Works collaboratively with Special Education Services and Safe and Caring Schools

• Chairs regularly scheduled staff meetings for Child and Youth Counsellors, implements professional development opportunities, and provides leadership to staff in gaining an understanding of the service delivery model of child and youth services

• Consults with schools, school officials, and parents/guardians regarding delivery of child and youth services and addresses issues or concerns about these services

• Liaises with the Senior Manager of Professional Support Services to maintain an ongoing understanding of student, school, and community needs of child and youth services

• Liaise with outside resources, including children’s mental health centres, community organizations, social agencies and professional bodies regarding provision of service

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Child and Youth Worker • Provide support to students in the acquisition, reinforcement and maintenance of academic,

communications, social and personal management skills

• Collaborate with teachers on effective classroom programming and behaviour management techniques to prevent and remediate learning and behaviour problems and to develop social/emotional and life skills

• Develop and provide behaviour management plans for individual students and groups of students including objectives and evaluation criteria

• Develop and provide social, emotional and life skill development programming to individual students and groups of students

• Intervene to prevent or respond to disruptive and/or behavioural situations as they arise in the school/classroom setting with life space interventions, de-escalation, mediation, conflict resolution, removal, isolation or containment

• Collaborate with teachers to refer students to School Support Team, and in the completion and implementation of behaviour logs and safety plans

• Support the supervision of regularly assigned students during non-classroom activities as required

• Provide professional development workshops to teachers and parents, guardians, caregivers, and family

• Liaise and provide information to students and families regarding community resources

Child and Youth Counsellor • Provide assistance to students in the acquisition, reinforcement and maintenance of academic,

communication, social and personal management skills

• Collaborate with Social Workers and Attendance Counselors to provide a continuum of counseling services for at-risk students

• Work as part of the multi disciplinary team (Guidance, Student Success, Safe and Caring Schools, Special Education) to develop pro-active strategies and programs aimed at enhancing student success

• Provide group or individual short term goal oriented, crisis intervention and conflict resolution counseling

• Report on students’ needs, progress, problems, etc. on a regular basis

• Provide professional development workshops to teachers and parents, guardians, caregivers, family

• Liaise and provide information to students and families regarding community resources

Occupational Therapy and Physiotherapy Services Chief of Occupational Therapy and Physiotherapy The Chief of Occupational and Physiotherapy (OT/PT) Services is responsible district wide for the effective delivery of OT/PT services to special programs and students. The Chief:

• Hires, supervises, and monitors the performance of Physiotherapy and Occupational Therapy Services staff

• Allocates staff to Families of Schools and special programs, where possible

• Monitors and authorizes budget expenditures within established parameters

• Works collaboratively with Special Education and other Support Services to support and ensure

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readiness of response to any medical emergency/fire and evacuation

• Implements regularly scheduled staff meetings and professional development initiatives, and provides leadership to staff to promote an understanding of the service delivery model for OT/PT services

• Consults with school administrators, staff, and parents/guardians regarding delivery of the OT/PT service and to resolve issues or concerns about these services

• Works collaboratively with special education services regarding IPRCs and other priorities

• Chairs regularly scheduled staff meetings and implements professional development initiatives, and provides leadership to staff to promote an understanding of the service delivery model for Physiotherapy and Occupational Therapy services

• Liaises with the Senior Manager of Professional Support Services to maintain an ongoing understanding of student, school, and community needs for physiotherapy and occupational therapy services

• Liaises with outside agencies, including but not limited to CCAC, Bloorview Kids Rehab, and Hospital for Sick Children, regarding provision of PT/OT service

• Consults regarding PT/OT Services to maintain an ongoing understanding of student, school, and community needs for PT/OT services within the context of a coordinated support service

• Manages/monitors all aspects of PT/OT files, as required by PHIPA and the Colleges of Occupational and Physiotherapy

• Consults with staff regarding specific case issues

• Provides leadership to staff to promote an understanding of the service delivery model for Physiotherapy and Occupational Therapy services

• Liaises and coordinates with Community Care Access Centre (CCAC) all OT/PT services for school-age students by CCAC (in programs not directly supported by TDSB OT/PT services)

Occupational Therapist / Physiotherapist Physiotherapists / Occupational Therapists provide consultation and therapeutic programming support for students with physical disabilities or developmental disabilities. They:

• Liaise with the Chief of Physiotherapy and Occupational Therapy Services to maintain an ongoing understanding of student, school, and community needs for Occupational and Physiotherapy services

• Liaise with outside agencies, including CCAC, Bloorview Kids Rehab, and Hospital for Sick Children, regarding provision of service

• Participate on School Support Teams to contribute specialized knowledge and resources regarding developmental disabilities, physical disabilities, and health issues, as well as fine, gross, and sensory motor difficulties and how they impact on independence and classroom function

• Participate as part of an interdisciplinary team (IEP, intake, transition reports, etc.)

• Assess gross motor, fine motor, and sensory motor function and adaptive skills, and provide physical-management recommendations

• Conduct feeding assessments

• Collaborate with regular and special education teachers to design programming based on classroom curriculum according to Ministry of Education expectations

• Make recommendations for parents/guardians to support independence and development at home

• Provide early fine, gross, and sensory motor intervention, while encouraging literacy and numeracy and social programming for young students at risk in all diagnostic Kindergartens, in collaboration with the teachers in the Kindergarten Education, Early Intervention, and Prevention (KEEP) program

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• Provide transition intake support for daycares and specialized nursery schools for students with physical and developmental disabilities who have received community occupational and physiotherapy services

• Provide recommendations, design, and provision of adapted equipment and assistive devices (SEA, ADP) for all students, as required to facilitate independence within the school environment and full participation in curriculum, including adapted and modified curriculum

Psychological Services

Chiefs of Psychology Services The Chiefs of Psychological Services have responsibility within an Education Office for the effective delivery of psychological services. They:

• Allocate staff to Families of Schools and special programs based on relevant data about need

• Monitor and authorize budget expenditures within established parameters

• Supervise staff regarding case issues

• Work collaboratively with Special Education Services regarding IPRCs and other priorities

• Chair regularly scheduled staff meetings, implement professional development initiatives, and provide leadership to staff to promote an understanding of the service delivery model for psychological services

• Consult with schools, school officials, and parents/guardians regarding delivery of psychological services and resolve issues or concerns about these services

• Liaise with the Senior Manager of Professional Support Services to maintain an ongoing understanding of student, school, and community needs for psychological services

• Liaise with outside agencies, including children’s mental health centres, social agencies, and hospitals, regarding provision of service

Psychologist / Psychological Associate / Psychoeducational Consultant • Consult with teachers and School Support Teams on effective classroom programming and

behaviour-management techniques to prevent and remediate learning and behaviour problems

• Provide comprehensive individual psychological assessment of students’ learning and social-emotional development to diagnose disorders, identify students’ learning strengths and needs, and to recommend effective intervention strategies

• Provide short-term counselling to students

• Provide crisis management to teachers, students, and their families for traumatic experiences such as suicide, school and community violence, child abuse, and death

• Provide risk assessments and develop risk-management plans for students who demonstrate violent behaviours that put themselves or others at risk

• Liaise and refer to community healthcare and social service professionals and agencies, and coordinate services

• Provide clinical crisis intervention to students who are at imminent risk of suicide

• Provide professional development workshops for teachers and parents/guardians

• Coordinate with Special Education Services to develop IEPs and participate as a member of the Identification, Placement, and Review Committee (IPRC) and Appeals Committees

• Liaise with other Professional Support Service staff to address factors that affect student performance and well-being

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• Provide professional individual and group counseling services to address factors that affect student performance and well-being (e.g., anxiety, depression, stress management)

• Provide assistance and support to school staff in increasing student well-being (e.g., mindfulness, resilience, positive psychology)

Social Work and Attendance Services

Chief of Social Work and Attendance The Chiefs of Social Work and Attendance are responsible within an Education Office for the effective delivery of attendance and Social Work services. They:

• Hire, supervise, and monitor performance of Social Work and attendance staff

• Allocate staff to Families of Schools and special programs

• Monitor and authorize budget expenditures within established parameters

• Consult with staff regarding professional case issues

• Convene and supervise the crisis response teams, as required within the Education Office

• Implement regularly scheduled staff meetings and professional development initiatives, and provide leadership to staff to promote an understanding of the service delivery model for social work and attendance services

• Consult with schools, school officials, and parents/guardians regarding delivery of Social Work and attendance services and to resolve issues or concerns about these services

• Liaise with the Senior Manager of Professional Support Services to maintain an ongoing understanding of student, school, and community needs for Social Work and Attendance services

• Liaise with outside agencies, including CAS, CCAS, JCAS, social service providers, children’s mental health centres, and hospitals, regarding provision of service

• Provide Social Work expertise and perspective on board-wide committees

Social Workers • Provide a lead role in Mental Health and Wellness promotion, education, initiatives, resources, policies

and procedures

• Participate on School Support Teams to contribute expertise regarding the connections between social-emotional development, mental health and wellness home life, and student achievement

• Consult with teachers, guidance staff, and school administrators regarding behavioural management, social-emotional issues, social skills development, and anger management strategies to facilitate students’ academic success

• Consult, mediate, advocate, and problem-solve with principals and superintendents regarding high-risk students and their families, child abuse, and crisis/tragic events

• Provide attendance counselling when students are identified with attendance problems at the elementary level

• Provide risk assessments as part of a school team and develop risk-management plans for students who exhibit behaviours that put themselves or others at risk

• Offer accessible professional counselling services to students and/or their families in the school and/or home setting

• Provide professional counselling to victim(s), students, school personnel, parents/guardians, and community when staff or volunteers are charged with any sexual offence

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• Offer clinical crisis intervention and support to students and families at imminent risk (suicide)

• Facilitate links between the family and the school

• Provide consultation to behavioural classes on social-emotional issues

• Provide group counselling to address factors that affect student performance and well-being (e.g., grief, separation/divorce, social skills, bullying and anger management)

• Per Board Policy C.07, Procedure 001, Section D, provide consultation to principals and teachers

• Identify and report abuse and neglect of students, and provide ongoing counselling to the victim and family and others affected by the incident

• Liaise with community agencies to ensure effective responses to students and families

• Provide professional development to teachers and parents/guardians on child abuse, behaviour management, and parents/guardians/child relationships, bullying, anger management, etc.

Social Workers, Mental Health and Well Being – System Support

• Provide support and guidance to school staff, students and parents regarding social/emotional issues which impact on students’ success and well-being;

• Provide consultation in the area of mental health and well-being to: School administrators and teachers, parents, central staff and departments and community agencies.

• Provide support to students, families and school communities in crisis intervention/tragic event response;

• Provide support, guidance and training related to identifying and reporting child abuse; and

• Provide leadership and work with other staff and central departments to support the implementation of the Children and Youth Mental Health and Well-Being Strategy;

• Work with all Professional Support Services staff, Superintendents, Principals, school staff, students and parents to support “Mentally Healthy Schools”;

• Organize, plan and deliver effective professional learning in the area of mental health and well-being;

• Develop and adapt materials and resources in a variety media for use throughout the system;

• Chair meetings and work with a variety of committees including the FOS Mental Health Lead Principals/Vice-Principals and the Mental Health Leadership Team, as they relate to mental health and well-being activities at the TDSB;

• Implement all Ministry of Education expectations related to School Mental Health – ASSIST;

• Attend and participate in Ministry of Education School Mental Health – ASSIST meetings and activities;

• Develop working relationships with community agencies and external partners, including the Mental Health and Addictions Nurses and Toronto Public Health to support service provision to students;

• Support students and families to navigate and access needed community resources and external services; and

• Represent the Toronto District School Board on community-based partnerships/forums/collaboratives related to students’ mental health and well-being.

• Other duties as assigned by the interim Senior Manager, Professional Support Services.

Attendance Counsellors • Are assigned to address attendance issues at the secondary school level (at the elementary level, the

school social worker is responsible for these referrals)

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• Consult with school personnel and parents/guardians and examine patterns of irregular attendance

• Work with students to continue their education, helping them return to their regular classes or attend modified or alternative programs

• Present students to the SAL committee and monitor their progress (Attendance Counsellor – SAL)

• Initiate court proceedings for students and families around truancy issues (Attendance Counsellor – SAL)

Speech-Language Pathology Services

Chief of Speech-Language Pathology Services The Chiefs of Speech-Language Pathology Services have responsibility for the effective delivery of speech-language pathology services. They:

• Hire, supervise, and monitor performance of Speech-Language Pathology Services staff

• Allocate staff to Families of Schools and special programs

• Monitor and authorize budget expenditures within established parameters

• Consult with staff regarding case issues

• Work collaboratively with special education services regarding IPRCs and other priorities

• Chair regularly scheduled staff meetings, implement professional development initiatives, and provide leadership to staff to promote an understanding of the service delivery model for speech and language services

• Consult with school staff and parents/guardians regarding delivery of speech-language pathology services and to resolve issues or concerns about these services

• Liaise with the Senior Manager of Professional Support Services to maintain an ongoing understanding of student, school, and community needs for speech-language pathology services

• Liaise with outside agencies, including Community Care Access Services (CCAC) and hospitals, regarding provision of service

Speech-Language Pathologists

• Participate on School Support Teams to contribute specialized knowledge and resources regarding the connections between communication, learning, literacy, and social development

• Assess students’ communication skills in oral language, phonological awareness, related difficulties in literacy development, and functional social communication, working with cultural-linguistic informants to distinguish second-language issues (e.g., ESL, ELD) from language disorders

• Collaborate with regular and special education teachers to design language, literacy, and social communication programming based on classroom curriculum according to Ministry of Education expectations

• Provide recommendations for parents/guardians to support communication development at home

• Support teachers in developing curriculum-based oral language, written language, and communication skills on IEPs

• Provide early language, literacy, and social programming for young at-risk students from high-needs schools in collaboration with the teacher at ten Kindergarten Early Language Intervention (KELI) programs

• Provide transition support for preschool children who have received community speech and language services and referral of school-age students for Community Care Access Services (speech therapy for voice disorders, articulation, stuttering)

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Transportation

Provision of Transportation for Students in Special Education Programs

These guidelines have been developed to provide general information about the transportation service for students who are eligible for transportation and to outline the responsibilities of all parties involved in the safe transportation of students. The success of the transportation service depends on the co-operation of parents/guardians teachers, and the transportation companies. We encourage parents/guardians to review these guidelines and to keep this information in a convenient location for easy reference. Specific details may vary from school to school (i.e., Sunny View, Davisville P.S.) Clarification can be obtained through the school principal or Area Supervisor of Transportation. You can access the Special Education Transportation Protocol, distance criteria and transportation application form from the Special Education pages of the TDSB website, at the following link:

http://www.tdsb.on.ca/EarlyYears/SpecialEducation/Transportation.aspx

The Toronto District School Board is committed to providing safe and reliable transportation for resident students in accordance with the Education Act, Section 21 and the Operational Procedures (PR 504) of the TDSB Transportation Policy (PO20).

Transportation is provided for students who are placed by the Identification, Placement, and Review Committee to a Special Education program that is not located in their home school and who meet the eligibility criteria.

When a special education placement is offered at a school other than the home school, transportation needs should be discussed with parents/guardians to determine if transportation arrangements are required. If so, the sending school arranges for the parents/guardians to complete a Student Transportation Application form (which forms the individual school transportation plan) and forwards it to the transportation office once the school section is also completed. Parents shall ensure that all relevant information as it pertains to the student’s ability to access transportation is documented, any limitations clearly identified, and a safety plan is noted on Page 2 of the application or forwarded as an attachment. Parents shall also be provided with a copy of the ‘Transportation Brochure for Students with Special Needs’ which highlights roles and responsibilities for the various parties including the boarding, securement, and de-boarding of students from transportation vehicles. The transportation office forwards a copy of the application form to the receiving school, indicating on the form whether or not a student has met board criteria and been approved for transportation. In late August, the administrator of the receiving school is asked to ensure that school bus information (bell times, pick-up and drop-off locations, documented student disabilities/accessibility issues, etc.) is correct for the students at their school by accessing TRACS at https://tdsbtracs/schools.

Method of Transportation Service For eligible students in Junior Kindergarten to Grade 5 transportation is provided by contracted carrier services (70 and 18 passenger buses, wheelchair buses, mini-vans or taxis). Each student is entitled to a total of two trips per day. Mid-day routes are intended for students attending half-day programs. Methods include:

• School to school transportation • Designated site-to-school transportation as a result of an Identification, Placement, and Review

Committee or for medical reasons

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• Home-to-school transportation for Special Education students in district-wide programs

• Mini-van or taxi service for eligible students in warranted circumstances

For students in Gifted programs up to and including Grade 5, the method of service is school to school or school to designated stop (stop determined by Student Transportation Services). Students must walk to a school or designated stop to meet the bus. Parents/Guardians are responsible for the supervision of students before they board and after they disembark from the school bus. Transportation service is not provided from the home or daycare addresses (unless the address is located at a TDSB designated stop).

For all eligible students from Grade 6 through 8, TTC tickets are provided at the request of parents/guardians. Grade 6 students may be provided with bus transportation if the most direct TTC route requires more than one transfer. Also please note that a recent policy change allows students age 13 and under to ride for free. Students in Grades 9 to 12 may receive TTC tickets, provided the distance and financial criteria are met.

Requirements and Responsibilities

A. Changes to Transportation Arrangements

1. Temporary Cancellation of Service

• If a child will be absent from school due to illness or for other reasons, parents/guardians are required to inform the transportation company.

• Parents/Guardians must notify the transportation company before 7:00 a.m., or the evening beforehand, when transportation is to be resumed following their child’s absence. (A directory of companies is listed at the end of the Provision of Transportation section.)

2. Permanent Cancellation/Changes of Pick-up and Drop-off Locations

• The transportation company and its drivers are NOT authorized to accept changes of pick-up and drop-off locations (either permanent or temporary). Changes to transportation must be communicated by completing an updated transportation application and re-submitting it to the attending school office, may require up to 10 working days to process.

• If there is a permanent cancellation of service or change in pick-up and drop-off location, parents/guardians are required to advise the principal of the school where the child attends. The principal must then ensure that a student transportation form is completed and forwarded to Student Transportation to cancel or change information.

3. Requiring Return from School Only

When a student is on two-way transportation and comes to school by other means of transportation on any occasion, the parents/guardians are required to call the transportation company to ensure that the transportation company returns their child from school to the designated drop-off location. (For example, if a child is brought to school in the morning, the bus company needs to be informed that the child will need a ride back in the afternoon.)

B. Pick-up and Drop-off It is essential that a responsible adult be present for a child at both pick-up and drop-off.

It is not possible for daily transportation services to be reorganized to accommodate parents/guardians work or daycare schedules. Parents/Guardians may designate an alternate adult (i.e. caregiver) to be present for a child’s pick-up and drop off. However, parents/guardians must inform the school and bus company if someone unexpected will be meeting their child at the end of the school day.

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C. Parent Responsibilities

The success of transportation services depends on parents/guardians assuming the following responsibilities:

• Parents/Guardians are expected to have the child ready for transportation at least 5 minutes before the scheduled pick-up time, and to be prompt in meeting the vehicle at the usual drop-off time.

• If the child misses the bus, it is the responsibility of parents/guardians to transport the child to school. A student who is regularly late for pick-up may lose the privilege of being transported.

• Parents/Guardians are encouraged to maintain open communication with the driver about the unique characteristics of their child, (such as behavioural concerns, seizure information, anxiety, vision or hearing impairment). This is in the best interests of the child, especially if an emergency situation were to occur.

• Parents/Guardians should initially discuss transportation problems or concerns with the school principal. If the problem cannot be resolved at the school level, the school principal should contact the Student Transportation office.

Parents/Guardians are asked to keep the following in mind:

• In September, routes may not settle for up to 4 weeks.

• Drivers do their best to pick up and drop off children on time and strive to ensure that schedules are kept. However, bus schedules are affected by the traffic, weather, students’ behaviour, and promptness of caregivers in meeting the vehicle.

• It is not always possible to maintain consistent drivers or pick-up and drop-off times. Transportation schedules may vary throughout the year, when new students begin school in your area or transfer to another school

• No consumption of food or drinks is allowed on buses due to the hazard of choking or the possibility of another student on the bus with food allergies.

• Drivers are expected to report to the principal in writing when a student’s behaviour is causing problems or an unsafe condition on the bus. The principal will contact the parents/guardians to seek co-operation in solving the problem. If the problem cannot be resolved, the parents/guardians may be requested to provide alternate transportation for their child.

D. Driver Responsibilities

The transportation company shall transport students from the nearest curbside in front of their pick-up location to their respective schools and return to the nearest curbside in front of their drop-off location. Parents/Guardians are responsible for their child to and from said curbside.

No student shall be left by a driver at the student’s designated location for drop-off unless the student is met by a responsible adult – parents/guardians or caregiver designated by parents/guardians. A driver will not leave a student unattended or with a person unknown to him or her. If a responsible person is not available to meet the student upon arrival from school, the driver may be instructed to exercise the following options after notifying dispatch:

• Continue to drop off the remaining students on the run and return to the drop-off location

• Deliver the student to the emergency contact person, if available and within reasonable distance

• Return the student to the school, if staff is available to receive the student

• Deliver the student to the nearest Police Division or Children’s Aid Society

The driver must call the parents/guardians of new students to advise them of the pick-up and drop-off times the evening before transportation service is to start. The driver must notify the parents/guardians of any change in pick-up or drop-off times.

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E. Seat Belts, Seat Belt Covers, Car Seats, Booster Seats, Safety Vests

1. Car Seats • Car seats may be used on 18-passenger buses for daily home to school transportation

• Car seats must be used for students who require them because of their medical condition and the student’s weight is under 40 lbs.

2. Booster Seats The following is mandatory by law for a student riding in a minivan or taxi:

• If student is between 40 and 80 lbs., under 145 cm tall and up to 8 years of age, a booster seat is required

• All car and booster seats must be Transport Canada approved, have a current validation date and be tethered into the school vehicle as required by the Ministry of Transportation before transportation can start

• Parents/Guardians must provide the car or booster seat and must leave them on the vehicle for the school year

• Trained staff from the bus company will inspect and install the car seat or booster seat

3. Seat Belts, Seat Belt Covers, Safety Vests

Students who remove their seat belts or seat belt covers and fail to remain seated while in transit, or are aggressive to other students create an unsafe condition for both students and driver. A safety harness vest may be required to provide safe transportation. If a student requires a safety harness, a “Harness Request Form” must be completed and authorized by a medical practitioner. Where appropriate and prior to a request for a safety harness vest, a seat-belt buckle guard/cover may be considered. Additional equipment may be required to further secure a safety harness vest, by adding other apparatus.

4. Collective Responsibility

Parents/Guardians, school staff, and drivers are collectively responsible for ensuring that each student is secured by a seat belt and/or in a car seat or safety vest, where applicable:

• Parents/Guardians are responsible for securing their child when the bus arrives in the morning and when unloading in the afternoon

• School staff is responsible for unloading in the morning and securing students when they are dismissed from school

• The driver is responsible for ensuring that students are safe and secure while the vehicle is in motion

5. Transportation for Students in Wheelchairs or with Severe Mobility Limitations

Transportation may be provided, regardless of distance, for students who have a medical condition or disability that severely limits walking. A medical certificate, along with a “Medical Form to Determine Eligibility” signed by a physician is required. The Board reserves the right, with signed parents/guardians consent to discuss transportation issues with the physician.

• Transportation is not provided to students due to the medical condition of the parents/guardians

• Transportation is not provided for students attending any school or special program at their request, even when distance or medical condition is a factor

• Students utilizing walkers are not permitted to use wheelchair ramps

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Parents/Guardians and Staff:

• At school, staff must physically assist the child to and from the wheelchair bus, and at home parents/guardians must assist the child between the residence and the vehicle

• Are responsible for securing all personal chair restraints such as wheelchair seat belts, harnesses, and trays

The Driver:

• Is responsible for ensuring that all “Q Straint” belts are secured on the wheelchair vehicle

• Only the driver or authorized personnel shall operate the wheelchair ramp. Parents/Guardians and school staff may not assist at this time

• In a circumstance where the student rocks in the chair to the point where the chair is in danger of tipping over, the driver may need assistance holding the wheelchair on the ramp to ensure the child’s safety

Cancellation of Service Due to Inclement Weather Inclement weather may force the closure of schools and/or the cancellation of transportation service.

• Radio, television stations and the TDSB website will communicate a public-service announcement to inform parents/guardians about schools closures and transportation cancellations

• If parents/guardians are concerned about inclement weather, they have the right to keep their child at home (especially in the case of medically fragile students), even if transportation is not cancelled by the School Board

September Start-up Transportation planning for the next school year begins in the spring, when parents/guardians receive a Student Transportation Application from the school. Parents/Guardians are required to complete the Student Transportation Application and return it to their child’s school according to the due date. The applications should be forwarded to the Transportation Department by way of the child’s school office as soon as possible but no later than the end of June. Applications not received by the end of June may not receive transportation by the first week of school

Transportation service will not start for a student unless the Transportation Department has a completed application on file.

For students routed on 72-passenger vehicles, route information is posted at the program school the week prior to school beginning in September. For students routed on smaller vehicles, parents/guardians are contacted during the last week of August by the bus driver, to advise them of their pick-up and drop-off times. If contact is not made prior to the first day of school, parents/guardians are responsible for contacting the school to find out which transportation company is providing the service, in order to confirm the times.

In an emergency, information on the application may be released to a medical practitioner. It is a parents/guardians responsibility to keep the school and transportation company up-to-date on any changes to their child’s medical health. It is critical that phone numbers for parents/guardians and emergency contacts be accurate at all times throughout the year.

Transportation Safety Transportation safety is the number one priority. A list of Mandatory Performance Requirements can be found in PR 504. A copy of PR 504 can be found at the following link:

http://www.tdsb.on.ca/AboutUs/Policies,ProceduresForms/Detail.aspx?docId=1727

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Additionally, all transportation suppliers must adhere to strict safety requirements. In the event of unsafe practices, transportation may be suspended.

Appeal Process Parents may appeal the decisions made regarding transportation. The appeal process is outlined in PR 504, Section 3.2. A copy of the Appeal Form can be found through the PR504 option at the following link:

http://www.tdsb.on.ca/AboutUs/Policies,ProceduresForms/Detail.aspx?docId=1727

Transportation Company Contact Information

Student transportation in the TDSB is provided by a number of transportation companies, which may change from year to year. Parents/Guardians should refer to the transportation notification they receive prior to the start of the school year, to learn which company will be transporting their child, and record the contact telephone number in a convenient location.

Attridge 905-855-7771

First Student Canada (Thornhill) 905-764-6662

First Student Canada (Etobicoke) 905-629-8200

First Student Canada (Markham) 905-294-5104

First Student Canada (Ajax) 905-683-2350

First Student-Cardinal 416-444-7030

McCluskey 416-246-1422

Stock Transportation (North) 416-757-0565

Stock Transportation (East) 416-754-4949

Stock Transportation (West) 416-244-5341

WAT 416-884-9898

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Guide to Special Education for Parents/Guardians Appendix A

East Office: 140 Borough Drive, Scarborough, Ontario M1P 4N6 (416)396-7968 or (416) 396-9003 West Office: 1 Civic Centre Court, Etobicoke, Ontario M9C 2B3 (416)394-7406 or (416) 394-3763

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Guiding Principles for the Development of the Toronto District School Board

SPECIAL EDUCATION REPORT

We adhere to the Toronto District School Board Mission and Values Statements.

All exceptional students, their families, and the staff who support them have the right to be treated with respect.

All exceptional students have the right to reach their potential. A range of placements, programs, and services should be available to meet the needs of exceptional students.

All exceptional students and the staff who support them have the right to a safe, secure, and encouraging environment.

A partnership of students, school, family, and support services is essential to the success of all exceptional students.

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The Education Act requires that school boards provide, or purchase from another board, special education programs and services for their exceptional pupils. The purpose of this guide for parents/guardians is to provide you with information about the Identification, Placement, and Review Committee (IPRC), and to set out for you the procedures involved in identifying a pupil as “exceptional,” deciding the pupil’s placement, or appealing such decisions if you do not agree with the IPRC. What is an Identification, Placement, and Review Committee (IPRC)? Students being considered for identification of an exceptionality and special education programs and/or services may be presented to an Identification, Placement, and Review Committee (IPRC). Regulation 181/98 requires that all school boards set up IPRCs. Resident students enrolled in and attending a TDSB school are eligible for consideration by a TDSB IPRC. An IPRC is composed of at least three persons, one of whom must be a principal or supervisory officer of the board.

What is the role of the IPRC? The IPRC will: Decide whether or not your child should be identified as an exceptional pupil Identify the areas of your child’s exceptionality, according to the categories and definitions of exceptionalities

provided by the Ministry of Education Decide an appropriate placement for your child Review the identification and placement at least once in each school year

Who is identified as an Exceptional Pupil? The Education Act defines an exceptional pupil as “a pupil whose behavioural, communicational, intellectual, and physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program....” Students are identified according to the categories and definitions of exceptionalities provided by the Ministry of Education. Categories include Behaviour, Communication, Intellectual and Physical Exceptionalities.

How is an IPRC meeting requested? The principal of your child’s school: May, with written notice to you, refer your child to an IPRC when the principal and the child’s teacher or

teachers believe that your child may benefit from a special education program Must request an IPRC meeting for your child, upon receiving your written request Within 15 days of receiving your request, or giving you notice, the principal must provide you with a copy of this guide and a written statement of approximately when the IPRC will meet.

May parents/guardians attend the IPRC meeting? Regulation 181/98 entitles parents/guardians and pupils 16 years of age or older: To be present at and participate in all committee discussions about your child To be present when the committee’s identification and placement decision is made

Who else may attend an IPRC meeting? Your representative, that is, a person (e.g., a Special Education Advisory Committee member) who may

support you or speak on behalf of you or your child The principal of your child’s school Other resource people such as your child’s teacher, special education staff, board support staff, or the

representative of an agency, who may provide further information or clarification An interpreter, if one is required (You can request the services of an interpreter through the principal of your

child’s school.)

Who may request that others attend? Either you or the principal of your child’s school may make a request for the attendance of others at the IPRC meeting.

What information will parents/guardians receive about the IPRC meeting? Within 15 days of giving you notice of an IPRC, or receiving your request, the principal will provide you with written notification of approximately when the IPRC will meet. At least ten days in advance of the meeting, you

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will receive an invitation to attend the meeting as an important partner in considering your child’s placement. This letter will notify you of the date, time, and place of the meeting, and it will ask you to indicate whether or not you will attend. Before the IPRC meeting occurs, you will receive a written copy of any information about your child that the members of the IPRC have received. This may include the results of assessments or a summary of information.

What if parents/guardians are unable to attend the scheduled meeting? If you are unable to make the scheduled meeting, you may: Contact the school principal to arrange an alternative date or time; or advise the principal of issues that he or

she may take forward on your behalf Let the school principal know you will not be attending, and as soon as possible after the meeting, the

principal will forward to you, for your consideration and signature, the IPRC’s written statement of decision noting the decision of identification and placement and any recommendations regarding special education programs and services

What happens at an IPRC meeting? The chair introduces everyone and explains the purpose of the meeting. The IPRC will review all available information about your child. They will:

- Consider an educational assessment of your child - Consider, subject to the provisions of the Health Care Consent Act, 1996, a health or psychological

assessment of your child conducted by a qualified practitioner if they feel that such an assessment is required to make a correct identification or placement decision

- Interview your child, with your consent, if your child is less than 16 years of age, if he or she feels it would be useful to do so

- Consider any information that you submit about your child, or that your child submits, if he or she is 16 years of age or older

The committee may discuss any proposal that has been made about a special education program or special education services for the child. Committee members will discuss any such proposal at your request, or at the request of your child, if the child is 16 years of age or older.

You are encouraged to ask questions and join in the discussion. Following the discussion, after all the information has been presented and considered, the committee will

make its decision.

What will the IPRC consider in making its placement decision? Before the IPRC can consider placing your child in a special education class, it must consider whether placement in a regular class with appropriate special education services will: Meet your child’s needs Be consistent with your preferences

If, after considering all of the information presented to it, the IPRC is satisfied that placement in a regular class will meet your child’s needs and that such a decision is consistent with your preferences, the committee will decide in favour of placement in a regular class with appropriate special education services.

If the committee decides that your child should be placed in a special education class, it must state the reasons for that decision in its written statement of decision.

What will the IPRC’s written statement of decision include? The IPRC’s written statement of decision will state: The IPRC’s description of your child’s strengths and needs Whether the IPRC has identified your child as exceptional Where the IPRC has identified your child as exceptional,

- The categories and definitions of any exceptionalities identified, as they are defined by the Ministry of Education

- The IPRC’s placement decision - The IPRC’s recommendations regarding a special education program and special education services

Where the IPRC has decided that your child should be placed in a special education class, the reasons for that decision

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What happens after the IPRC has made its decision? If you agree with the IPRC decision, you will be asked to indicate by signing your name, that you agree with

the identification and placement decisions made by the IPRC. The statement of decision may be signed at the IPRC meeting or taken home and returned.

If the IPRC has identified your child as an exceptional pupil and you have agreed with the IPRC identification and placement decision, the Board will promptly notify the principal of the school at which the special education program is to be provided of the need to develop an Individual Education Plan (IEP) for your child.

What is a Special Education Program? A special education program is defined in the Education Act as an educational program that: Is based on and modified by the results of continuous assessment and evaluation Includes a plan (called an Individual Education Plan, or IEP) containing specific objectives and an outline of

special education services that meet the needs of the exceptional pupil

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

What is an Individual Education Plan (IEP)? The IEP must be developed for your child, in consultation with you. It must include: Specific educational expectations An outline of the special education program and services that will be received A statement about the methods for reviewing your child’s progress For students 14 years and older (except those identified as exceptional solely on the basis of giftedness), a

plan for transition to appropriate post-secondary school activities, such as work, further education, and community living

The IEP must be completed within 30 school days after your child has been placed in the program, and the principal must ensure that you receive a copy of it.

Once a child has been placed in a Special Education Program, can the placement be reviewed? A review IPRC meeting will be held within the school year, unless the principal of the school at which the

special education program is being provided receives written notice from you, the parents/guardians, dispensing with the annual review.

A review IPRC meeting request may be made any time after the child has been in a special education program for three months.

What does a review IPRC consider and decide? The IPRC conducting the review will consider the progress your child has made in the special education

program and, with your written permission, will reference the IEP. The IPRC will review the placement and identification decisions and decide whether they should be continued

or whether a different decision should now be made.

What can parents/guardians do if they disagree with the IPRC decision? If you do not agree with either the identification or placement decision made by the IPRC, you may: - Within 15 days of receipt of the decision, request that the IPRC hold a second meeting to discuss your

concerns; or - Within 30 days of receipt of the decision, file a notice of appeal. If you do not agree with the decision after the second meeting, you may file a notice of appeal within 15 days

of your receipt of the decision.

If you do not consent to the IPRC decision and you do not appeal it, the Board will instruct the principal to implement the IPRC decision.

How do I appeal an IPRC decision? If you disagree with the IPRC’s identification of your child as exceptional or with the placement decision of the IPRC, you may, within 30 days of receipt of the original decision or within 15 days of receipt of the decision from the second meeting described above, give written notification of your intention to appeal the decision to: Director and Secretary Treasurer, Toronto District School Board, 5050 Yonge Street, Toronto, ON, M2N 5N8.

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The notice of appeal must: Indicate the decision with which you disagree Include a statement that sets out your reasons for disagreeing

What happens in the appeal process? The appeal process involves the following steps: The Board will establish a special education appeal board to hear your appeal. The appeal board will be

composed of three persons (one of whom is to be selected by you, the parents/guardians) who have no prior knowledge of the matter under appeal

The chair of the appeal board will arrange a meeting to take place at a convenient time and place, but no later than 30 days after he or she has been selected (unless parents/guardians and board both provide written consent to a later date)

The appeal board will receive the material reviewed by the IPRC and may interview any persons who may be able to contribute information about the matter under appeal

You, the parents/guardians, and your child, if he or she is 16 years old or over, are entitled to be present at, and to participate in, all discussions

The appeal board must make its recommendation within 3 days of the meeting ending. It may: - agree with the IPRC and recommend that the decision be implemented or - disagree with the IPRC and make a recommendation to the board about your child’s identification,

placement, or both The appeal board will report its recommendations in writing, to you and to the School Board, providing the

reasons for its recommendations Within 30 days of receiving the appeal board’s written statement, the School Board will decide what action it

will take with respect to the recommendations (boards are not required to follow the appeal board recommendation)

You may accept the decision of the School Board, or you may appeal to a Special Education Tribunal. You may request a hearing by writing to the secretary of the Special Education Tribunal. Information about making an application to the tribunal will be included with the appeal board’s decision

What if my child is new to the board and has special needs but has not been to an IPRC? The Toronto District School Board (TDSB) is committed to making sure that students with special education needs receive the appropriate programs and/or services as soon as possible when they enter school. Students arriving from outside the TDSB, who may require an intensive support special education program upon enrolment and who are newly registered but not yet attending a TDSB school, may be presented to a Special Education Program Recommendation Committee (SEPRC).

A SEPRC may be convened in cases where the board has information that indicates a student may require special placement upon enrolment. To ensure that children are in the best place to meet their needs from the day they first begin attending a TDSB school, the SEPRC can provide a recommendation for placement in a special education program, which the student may attend until the time at which the formal IPRC process can take place.

The SEPRC / IPRC processes are sequential. The membership of a SEPRC is the same as that of an IPRC. SEPRC recommendations are tracked so that subsequent IPRCs can be planned appropriately. When parents/guardians agree to participate in a SEPRC, they do not forgo their right to request an IPRC once their child is attending school.

What is the function of the SEPRC? The SEPRC will: • Determine whether an intensive support special education program would be appropriate for a student upon

enrolment in a TDSB school • For programming purposes, note whether the student meets the requirements for an exceptionality based on

TDSB criteria • Provide a written statement of recommendations outlining the student’s strengths and needs and any

program/services recommendations of the SEPRC • Clarify that any recommendation for an intensive support special education program would be for a time

period of approximately 3 to 6 months after which an IPRC would be convened, with the exception of students in kindergarten intensive support programs who will generally have an IPRC during their senior kindergarten year in preparation for the primary division.

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Is a SEPRC meeting like an IPRC meeting? The main similarities are: • You will receive a letter of invitation and will be encouraged to participate in the meeting • You may invite others to attend with you • The committee membership is the same

The main differences are: • The SEPRC process is not based on Ministry Regulation 181/98 • A student may only be referred to a SEPRC by the decision of the home school principal in consultation with

parents and members of the School Support Team • The SEPRC cannot go ahead if parents do not attend • No decisions about exceptionality and placement are made; only a program recommendation is made • Parents/Guardians may not appeal the recommendation(s) of the SEPRC

What special education programs and services are provided by the Board? The Toronto District School Board provides a full range of services to ensure that the needs of exceptional students are clearly identified and that the appropriate educational programs are provided for them, whether in the regular classroom, a specialized setting, or a combination of both.

What organizations are available to assist parents/guardians? Many parent/guardian organizations are available to provide information and support to parents/guardians of exceptional children.

Where can parents/guardians obtain information regarding translations? Contact your school principal for information regarding translators and interpreters.

Where can parents/guardians obtain additional information? For more information about the services described within this document, please contact the Supervising Principal of Special Education in your local area. Telephone numbers can be found on the front page of this document.

What are the Ministry's Provincial and Demonstration Schools? The Ministry operates Provincial and Demonstration Schools throughout Ontario for deaf, blind, deafblind, and severely learning-disabled students, as well as those with attention deficit hyperactivity disorder (ADHD). Residential programs are offered at the schools Monday to Friday for students who live too far from school to travel daily.

Demonstration Schools for English-Speaking Students with Severe Learning Disabilities and for Students with Learning Disabilities in Association with ADHD

Sagonaska School 350 Dundas Street West Belleville, ON K8P 1B2 Phone: 613-967-2830

Trillium School 347 Ontario Street South Milton, ON L9T 3X9 Phone: 905-878-8428

Amethyst School 1090 Highbury Avenue London, ON N5Y 4V9 Phone: 519-453-4408

Schools for the Deaf Ernest C. Drury School 255 Ontario Street South Milton, ON L9T 2M5 Phone: 905-878-2851 TTY: 905-878-7195

Robarts School 1090 Highbury Avenue P.O. Box 7360, Station E London, ON N5Y 4V9 Phone and TTY: 519-453-4400

Sir James Whitney School 350 Dundas Street West Belleville, ON K8P 1B2 Phone and TTY: 613-967-2823

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School for Students who are Visually Impaired, Blind and Deafblind W. Ross Macdonald School 350 Brant Avenue Brantford, ON N3T 3J9 Phone: 519-759-0730 Francophone School for the Deaf and for Students with Learning Disabilities Centre Jules-Léger 281 rue Lanark Ottawa, ON K1Z 6R8 Phone: 613-761-9300 TTY: 613-761-9302 and 761-9304 Provincial Schools Branch, Ministry of Education Provincial Schools Branch 255 Ontario Street South Milton, ON L9T 2M5 Phone: 905-878-2851 Fax: 905-878-5405

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Appendix B

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Appendix C (1)

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(Re: Two-Way Consent)

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Appendix C (2)

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Appendix C (3)

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Appendix C (4)

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Appendix C (5)

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Appendix C (6)

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DEVELOPMENTAL HISTORY FORM

PLEASE PRINT:

Child’s Name: (first) (middle) (last)

Date of Birth: Gender: F M (month/day/year) Language(s) Spoken at Home:

1. Siblings or other children in the family/people living in the home:

Name of Siblings/Other Children Age Gender School Attending (if applicable)

Name of Other Family/People in the Home Relationship to the Child

2. Who cares for your child before and after school? (e.g., family members, babysitter, childcare)

3. Has your child attended other lessons, programs or pre-schools? (e.g. childcare centre, parenting centre, organized sports) Yes No If yes, please list:

4. Please complete the following medical/health information about your child.

Medical Information Yes No If yes, please explain and Will your child require any

Appendix C (7)

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5. Has your child’s vision been formally tested? Yes No

Comments: 6. Has your child’s hearing been formally tested? Yes No

Comments:

7. a) Describe your child’s level of independence in the following areas:

Feeds self: Independently With Help Dresses self: Independently With Help Toilets self: Independently With Help

b) Does your child usually follow instructions? Independently With Help

8. Have you had concerns about your child’s physical development? Yes No Please explain: 9. Have you had concerns about your child’s language development?

Yes No Please explain:

indicate any medication and/or management required

medication administered during the school day?

Asthma

Epilepsy

Allergies: Food Medicine Environment

Epi-Pen Epi-Pen

Diabetes

Head Injury/Concussion

Other

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10. What kinds of experiences does your child enjoy most? (You may select more than one or all.)

11. Does your child prefer to play? Alone With others Both

Comments: 12. How does your child react to: Comments

being away from you new situations tasks that may be difficult

13. Does your child have any particular fears and/or anxieties (animals, certain adults, etc.)? Yes No Please describe: 14. Have there been any significant changes in your child’s life (e.g., family death, divorce, moving)? Yes No

Please describe:

15. Is there any other additional information you would like us to know about your child? (food restrictions or requirements, involvement with Pre-school Speech and Language or Autism program, Hospital for Sick Children, developmental clinics, etc.). Please provide any reports that you may have to the Principal.

Form Completed by: Relationship to Child: (Please print name) I declare that all information provided above is correct and true. Signature: Date: (Parent/Guardian) (month/day/year) Personal information on this form is collected under the authority of the Education Act, R.S.O 1990 and the Municipal Freedom of Information and Protection of Privacy Act, R.S.O. 1990. All information collected on this form will be stored in the O.S.R. and kept on file until the end of Junior School.

Thank you for taking the time to complete this questionnaire.

Being read to Dancing Exploring Visiting the library Drawing Painting Singing Looking at pictures in books Doing Puzzles Playing with toys Sorting Reading independently Counting Going to the park Playing outside Playing board games Watching TV Running Using technology

Listening to music

Make believe Skipping/Jumping Other

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Appendix C (8)

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Appendix D

Early and Ongoing Identification Procedure (EOID)

Early and Ongoing Identification and Intervention From TDSB 2015 Child Care Resource Manual Early and Ongoing Identification and Intervention are recognized as contributing to the well-being of all children. A continuous assessment and program planning process should be initiated when a student is first enrolled in a TDSB school, and should be ongoing throughout a student’s school life. Procedures to identify each student’s level of development, learning abilities, and needs should be in place, and educational programs should be designed to support these needs and to facilitate each student’s growth and development. It is critical that early and ongoing identification and intervention strategies for students at risk be a priority in all grades, not just the primary grades. This is especially important as students make the transition to secondary school. Students who have difficulty achieving curriculum expectations are at risk of not completing their diploma requirements and dropping out of school. Boards are therefore expected to provide a range of programs to assist students in meeting the curriculum expectations. These programs should include early identification of learning needs; appropriate teaching strategies, ongoing assessment, and communication with parents/guardians and students. Procedures and communication should be sensitive to each student’s family background. 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 Plan

• 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

Process and Procedures The TDSB revised Kindergarten to Grade 2 – New Student Registration: Developmental History Form (PR.512 SCH) procedure provides a process for gathering important information about students’ pre-school development, family background and health history for purposes of supporting ongoing program planning when students first enter school, up to and including Grade 2. The principal shall provide assistance to parents/guardians, as needed, with the completion of the Developmental History Form. The school principal ensures there is a scheduled time for parents to meet with the child’s teacher to discuss the information in this form. The Developmental History Form is filed in the child’s OSR and the principal/vice-principal and child’s teacher(s) have access to the information in the form. The principal is expected to ensure that school staff review the information and use it to support the learning needs of students. As part of ongoing assessment, teachers 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

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necessary, the teacher can consult with the In-School Support Team (IST) to recommend strategies, results, and next steps. When further planning or consultation is needed, a referral is made to the School Support Team (SST). The School Support Team has access to TDSB Professional Support Services staff to assist the teacher in successfully programming for a student with special education needs and for determining appropriate next steps. Entry Planning for Students with Special Needs

It is recognized that some students with special education needs, who are newly registered but not yet attending a TDSB school, may require an intensive support special education program upon enrolment. When approaching a TDSB school for registration, parents/guardians are encouraged to share all pertinent information with the school principal about the special educational needs of their child. After principal consultation with members of the School Support Team (SST) it may be determined that referral to a Special Education Program Recommendation Committee (SEPRC) is appropriate, to facilitate more immediate placement in an intensive support program. [For more information, please see the section in the Special Education Plan on Special Education Program Recommendation Committee.] The following chart (“Early and Ongoing Identification Flow Chart”) outlines entry planning for students with special education needs.

Early and Ongoing Identification Flow Chart

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Early and Ongoing Identification Process

MOST CHILDREN

REGISTRATION REGULAR CLASS PROGRAM

ONGOING CLASSROOM ASSESSMENT AND

MONITORING • The parent/guardian registers the

child at the home school by address.

• The TDSB registration form is completed by school personnel or by the parent or guardian.

• At registration, parents/guardians may indicate that their child has special education needs.

• Parents/guardians are encouraged to share any pertinent documents or assessments from doctors and other professionals after signing a Release of Information form.

• The TDSB Developmental History Form (for all new JK to Grade 2 students) is completed by school personnel or by the parent/guardian. If not completed at the time of registration, a return date is requested.

• Following registration, most

children will be placed in a regular classroom.

• Some children may require a Transition Planning Conference or may be referred to the local School Support Team.

• An Information Sharing Conference between the parent/guardian and teacher is held before the next reporting period.

• The TDSB Developmental History Form, completed as part of the registration process, forms the basis for this conference.

• Ongoing assessment and

monitoring is a continuous process and is part of the regular classroom program.

• Through this process, some cases may be referred to the local School Support Team for additional discussion and decision making.

• Parents or guardians are informed of any referrals to the School Support Team.

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A FEW CHILDREN

TRANSITION PLANNING CONFERENCE

SCHOOL SUPPORT TEAM

ONGOING CLASSROOM ASSESSMENT AND

MONITORING • Identified through the registration

process, a Transition Planning Conference shall occur: for a child receiving service

through Preschool Initiative programs

for a child receiving specialized support in a preschool child care, nursery school, hospital program, at home, or through private consultants

for a child returning from a specialized placement, such as a diagnostic setting

for a child who is exiting an Intensive Behaviour Intervention Program (IBI) to enter full time school (Connections Initiative)

• The conference will include the principal or a designate, the teacher, special education staff, and the parent or guardian; it may include other Board professional staff and agency personnel, if appropriate.

• Wherever possible, the conference should take place prior to school entry in order to arrange for the provision of appropriate supports and equipment. A referral will be made to the local School Support Team following registration.

• A Transition Planning Conference may: recommend a referral to the

local School Support Team recommend an IEP request a SEPRC where prior

contact has occurred and assessment information has been provided

• More than one transition planning meeting may be required.

• Students in the Connections Initiative are involved in transition planning for 6 months prior to entry and 6 months after.

• A child for whom there has been a Transition Planning Conference will be referred to the local School Support Team for follow-up.

• From information provided on the Developmental History Form, a child may be referred to the local School Support Team.

• Parents/guardians are informed of any referrals to the local School Support Team.

• The School Support Team may: recommend strategies for in-

class and/or home support develop a plan for in-school

support request additional information

(e.g., assessments) from Board, hospital, or agency professional support services to clarify the child’s strengths and needs

initiate the process for proceeding to an IPRC

• Ongoing assessment and monitoring is a continuous process in every classroom

• Students are discussed at the School Support Team, as required.

Appendix E Glossary of TDSB Terms Accommodations – teaching strategies, supports, and/or services required to help a student access the curriculum and to demonstrate learning. Examples of individual accommodations:

• giving students extra time to complete classroom assignments • allowing students to complete tasks or present information in alternative ways • providing students with various learning tools, such as calculators or adaptive computers, to help

them complete tasks • providing scribes for students who need assistance with writing • using pictorial schedules to help students make transitions

Articulation – refers to the production of speech sounds

Barrier Free – a building/structure that is physically accessible, including access to all areas and equipment within the school environment

Basic Living Skills – the skills that people require to meet their basic needs at a given age level (e.g. self-feeding, self-dressing, and toileting skills). As social environment and expectations become more complicated, basic living skills encompass such things as the ability to use public transportation, shop, and ask for directions.

Composite Score – on a test of intellectual ability, the aggregate score produced from various sub-test scores

Curriculum-alternative Expectations – expectations not derived from an Ontario (provincial) curriculum document or that are modified so extensively that the Ontario curriculum expectations no longer form the basis of the student’s educational program

Curriculum-modified Expectations – expectations derived from an Ontario (provincial) curriculum policy document for a grade level or for grade levels above or below the student’s age-appropriate grade level

Educational Assistant (EA) – if assigned, someone who works under the direction of the teacher and principal, and assists with classroom and playground activities or excursions and other areas, as directed by the principal

Exceptional Student – defined by the Education Act as “…a pupil whose behavioural, communicational, intellectual, physical, or multiple exceptionalities are such that he or she is considered to need placement in a Special Education Program....” Students are identified according to the categories and definitions provided by the Ministry of Education.

Fresh AER: Assessment, Evaluation, and Reporting in Elementary/Secondary Schools – TDSB resources (elementary and secondary versions) that provide guidelines for teachers and administrators to follow in order to increase consistency in assessment and evaluation practices, as well as to provide clarity around reporting practices.

Identification, Placement, and Review Committee (IPRC) – a committee composed of at least three persons appointed by the Board, one of whom must be a principal or supervisory officer of the Board. The IPRC will:

• decide whether or not a student should be identified as exceptional • identify the areas of a student’s exceptionality (according to the categories and definitions provided

by the Ministry of Education) • decide an appropriate placement for a student • review the identification and placement at least once in each school year.

Inclusion – an attitude toward the need and right to “belong” to one’s community

Individual Education Plan (IEP) – a plan developed (in consultation with parents/guardians, and the student, where the student is 16 years of age of older) for each student who has been identified as exceptional by the IPRC process. An IEP is a written plan. It is a working document that describes the strengths and needs of an individual exceptional student, the special education program, and services established to meet that student’s needs, and how the program and services will be delivered. It also describes the student’s progress.

Informed Consent – with the exception of special education teachers, the involvement of professionals requires informed consent from a parents/guardians or student who is of age in order to initiate an individual assessment. In all instances, parents/guardians, or students who are of age, are contacted to obtain their informed consent to ensure they understand the reasons for the assessment, the nature of the assessment, the risks and benefits of the assessment, and possible outcomes of the assessment. Issues of where and how the record will be stored and the limits to confidentiality are also outlined.

IPRC Annual Review Meeting – a meeting held every school year unless the principal of the school at which the special education program is being provided receives written notice from the parent(s)/ guardian(s), waiving the Annual Review. Parents/guardians may request an IPRC Review meeting any time after a student has been in a special education program for three months.

Intensive Support Amount (ISA) – Ministry funding for school boards to support the needs of students who require high-cost specialized equipment:

• ISA 4, based on the number of educational programs offered in care, treatment, custodial, or correctional facilities

• Special Incidence Portion (SIP) for students with extraordinarily high health and safety needs (see also Specialized Equipment Amount)

Percentile – expressed in a number between 0 and 100, that tells what percentage of individuals in a group receives a score between certain points. A percentile of 78 says that the person scored higher than 78 % of the group. This should not be confused with the percentage score on a test.

Phonology – the language component that governs the manner in which speech sounds are combined and patterned. Aspects related to intonation, stresses, pausing, etc., are also included.

PPM No. 81 – Ministry Memorandum addressing School Health Support Services

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Section 23 (formerly Section 20) Care, Treatment, and Correctional Facilities – educational programs in a variety of settings to address student needs that have not been met in the traditional school model

Special Education Advisory Committee (SEAC) – an advisory committee established in accordance with Regulation 464/97 of the Education Act. SEAC makes recommendations to the Board concerning any matter affecting the establishment, development, and delivery of special education programs and services. The TDSB and SEAC work together to protect the rights of students with special needs.

Special Education Per-Pupil Amount (SEPPA) – funding that is determined according to a formula based on each board’s total enrolment of secondary and elementary students, including those students with special needs

Specialized Equipment Amount (SEA) (formerly known as ISA 1) – funding amounts based on students’ special individualized equipment needs

TTY – telephone devices for the deaf and hard of hearing

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Appendix F

Special Education Acronyms Acronym Description

ACL Assistant Curriculum Leader

AODA Accessibility for Ontarians with Disabilities Act

AQ Additional Qualification Course

ASD Autism Spectrum Disorder

BEH Behaviour

BMS Behaviour Management System Training

CAS Children’s Aid Society

CCAS Catholic Children’s Aid Society

CBRM Community Based Resource Model

CCAC Community Care Access Centre

CCP Central Coordinating Principal

CL Curriculum Leader

CS Consultant

CO Coordinator

CPI Non-Violent Crisis Prevention Intervention Training

CYW Child and Youth Worker

DD Developmental Disability

EA Educational Assistant

Ele Elementary

FBA Functional Behaviour Assessment

FOI Freedom of Information

FOS Family of Schools

GC Guidance Counsellor

HSP Home School Program

IEP Individual Education Plan

ILP Individual Learning Plan

Int Intermediate

IPRC Identification, Placement, and Review Committee

IS Indirect Support Delivery Model

ISA Intensive Support Amount

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Acronym Description

ISP Intensive Support Program

IST In-School Support Team

JCAS Jewish Children’s Aid Society

Jr Junior

LangLab Language Lab

LD Learning Disability

LI Low Incidence

MART Methods And Resource Teacher

ME Multiple Exceptionality

MI Lead Multiple Intelligences and Leadership

MID Mild Intellectual Disability

NFS Native Family Services

ORG Organization

OSR Ontario Student Record

OT/PT Occupational Therapy / Physical Therapy

P Principal

PD Professional Development

PD Physical Disability

PHIPA Personal Health Information Protection Act

PI Partially Integrated Delivery Model

PLC Professional Learning Community

PR Primary

PSSP Professional Support Services Personnel

Psych Psychology

Quad Quadrant

RA Resource Assistance

RES Resource

SC Self-Contained (Congregated) Delivery Model

SAL Supervised Alternative Learning

SAP Systems Applications Products in Data Processing

SEA Special Equipment Amount

SEAC Special Education Advisory Committee

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Acronym Description

Sec Secondary

SEPPA Special Education Per Pupil Amount

SEPRC Special Education Program Recommendations Committee

SIP Special Incidence Portion

SLP Speech-Language Pathologist

SNA Special Needs Assistant

SOE / SO Superintendent of Education

SP Supervising Principal

Sp Ed Special Education

Sr Senior

SSP School Support Program (Surrey Place Centre)

SST School Support Team

SST Student Success Team

SW Social Worker

TSAA Toronto School Administrators’ Association

VP Vice-Principal

WA Withdrawal Assistance Delivery Model

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Appendix G

Resources An Educator’s Guide to Special Education Law, Second Edition, Bowlby, Brenda J., C. Peters,

and M. Mackinnon, Aurora, ON: Aurora Professional Press, 2010. Caring and Safe Schools in Ontario: Supporting Students with Special Education Needs

Through Progressive Discipline, K-12 Toronto: Ministry of Education, 2010 Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for

Students with Special Education Needs, Kindergarten to Grade 6. Toronto: Ministry of Education, 2005. www.edu.gov.on.ca/eng/document/reports/speced/panel/index.html

Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, First Edition

Covering Grades 1–12. Toronto: Ministry of Education, 2010 http://www.edu.gov.on.ca/eng/policyfunding/success.html Learning for All K–12: A Guide to Effective Assessment and Instruction for All Students (Draft)

Toronto: Ministry of Education, 2011 http://www.edu.gov.on.ca/eng/general/elemsec/speced/learning.html

Ministry Policy/Program Memorandum No.140 Incorporating Methods of Applied Behaviour Analysis (ABA) into Programs for Students with Autism Spectrum Disorders (ASD) Navigating the Special Education System in Ontario. Toronto: Autism Society Ontario, 2002. Shared Solutions. A Guide to Preventing and Resolving Conflicts Regarding Programs and

Services for Students With Special Education Needs, Ministry of Education, 2007 Special Education: A Guide for Educators. Toronto: Ministry of Education Special Education,

2001.

Special Education: Guidelines and Definitions Manual. Toronto: Easter Seal Society, 2000. The Individual Education Plan (IEP), A Resource Guide. Toronto: Ministry of Education, 2004. The Ontario Curriculum Unit Planner Special Education Companion. Version 3.0 CD. Toronto:

Queen’s Printer for Ontario, 2002. Best Behaviour: Building Positive Behaviour Support in Schools, Jeff Sprague and Annamieke Golly Solving School Problems: A Solution Focus Approach, Nancy McConkey

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Appendix H

Special Education-Related Websites Association for Bright Children (ABC) www.abcontario.ca Autism Society of Ontario www.autismontario.com Best Buddies www.bestbuddies.ca Bob Rumball Centre for the Deaf www.bobrumball.org

Brain Injury Society of Toronto www.bist.ca Canadian Council for Exceptional Children www.cec.sped.org/ab/candian.html Canadian Down Syndrome Society www.cdss.ca Canadian Hearing Society www.chs.ca Canadian National Institute for the Blind www.cnib.ca Children’s Mental Health Ontario www.cmho.org City of Toronto Children’s Services www.toronto.ca/children Community Living Toronto www.communitylivingtoronto.ca and www.connectability.ca Down Syndrome Association of Toronto www.dsat.ca Easter Seals Ontario www.easterseals.org EDI (Early Development Instrument) www.torontodacs.net/ Epilepsy Toronto www.epilepsytoronto.org FASworld Toronto www.fasworld.com

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Geneva Centre for Autism www.autism.net Identification, Placement, and Review Committee www.edu.gov.on.ca/eng/general/elemsec/speced/identifi.html Inclusion Press www.inclusion.com Individual Education Plan www.edu.gov.on.ca/eng/general/elemsec/speced/individu.html Integra Foundation www.integra.on.ca

LD OnLine www.ldonline.org Learning Disabilities Association of Ontario www.ldao.ca/

Learning Disabilities Association of Toronto www.ldatd.on.ca

Minister’s Advisory Council on Special Education www.edu.gov.on.ca/eng/general/abcs/acse/acse_eng.html

Ministry of Education – Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6 www.edu.gov.on.ca/eng/document/reports/speced/panel/index.html Ministry of Education – A Guide for Educators www.edu.gov.on.ca/eng/general/elemsec/speced/guide.html

Ministry of Education - Policy/Program Memoranda Concerning Special Education www.edu.gov.on.ca/eng/general/elemsec/speced/ppms.html Ministry of Education – Special Education www.edu.gov.on.ca/eng/general/elemsec/speced/speced.html Muscular Dystrophy Association of Canada www.muscle.ca Ontario Council for Exceptional Children www.cecontario.ca/

Ontario Federation for Cerebral Palsy www.ofcp.on.ca

Ontario March of Dimes www.marchofdimes.ca

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Ontario Student Record (OSR) Guidelines, 2000 www.edu.gov.on.ca/eng/document/curricul/osr/osr.html Regulation 181/98 Identification and Placement of Exceptional Pupils Highlights www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html

(SNOW) Special Needs Opportunity Window snow.ldrc.ocad.ca/ Spina Bifida and Hydrocephalus Association of Ontario www.sbhao.on.ca Surrey Place www.surreyplace.on.ca Tourette Syndrome Foundation of Canada www.tourette.ca

Transition Planning for Exceptional Students www.edu.gov.on.ca/eng/general/elemsec/speced/transiti.html VIEWS for Children who are Blind or Have Low Vision www.viewson.ca

VOICE for Hearing Impaired Children www.voicefordeafkids.com BEHAVIOUR RELATED You Can Handle Them All www.disciplinehelp.com Positive Behaviour Intervention Supports www.pbis.org ABCs of Mental Health – A Project of the Hincks-Dellcrest Centre www.hincksdellcrest.org/ABC/Welcome Center for Effective Collaboration and Practice www.cecp.air.org Pacer Center – Champions for Children with Disabilities www.pacer.org

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Appendix I

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Appendix J (1)

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Appendix J (2)