Revisions and Updates Current for 2013

Transcription

SPECIAL EDUCATION PLAN
A Description of Programs and Services
in Special Education
Revisions and Updates Current for
2013-2014 School Year
TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD
Page 1 of 75
CONTENTS
Introduction .................................................................................................................................................................... 3
The Board’s Annual Review and Consultation Process ................................................................................................... 3
Special Education Programs and Services ....................................................................................................................... 4
Early Identification Procedures and Intervention Strategies .......................................................................................... 8
Access to Special Education Services and Identification ................................................................................................. 12
Procedures Prior to Referral to IPRC ............................................................................................................................... 13
The IPRC Process and Appeals ........................................................................................................................................ 17
Educational and Other Assessments ............................................................................................................................... 19
Specialized Health Supports in School Settings............................................................................................................... 23
Categories and Definitions of Exceptionalities ................................................................................................................ 27
Individual Education Plans (IEP) ...................................................................................................................................... 39
Provincial Demonstration Schools in Ontario ................................................................................................................. 47
Special Education Staff .................................................................................................................................................... 51
Staff Development .......................................................................................................................................................... 56
Special Education Equipment .......................................................................................................................................... 57
Accessibility ..................................................................................................................................................................... 59
Transportation ................................................................................................................................................................ 59
Special Education Advisory Committee .......................................................................................................................... 60
Coordination of Services with Outside Agencies ............................................................................................................ 63
Submission and Availability of Board Plan ...................................................................................................................... 64
Appendices ...................................................................................................................................................................... 64
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INTRODUCTION
SPECIAL EDUCATION PLAN PURPOSE AND AVAILABILITY
The purpose of the plan is to inform the Ministry and the public about special education programs and services
that are provided by the Board.
The Board has developed and will maintain this plan in accordance with the requirements for special education
programs and services set out in Regulation 306 under the Education Act and the Ministry of Education
Standards for School Boards’ Special Education Plans, 2000.
A copy of the plan is available through electronic means. Arrangements can be made to access this
plan through any of the schools and/or Education Centres. The plan is also available on the Board’s
website (http://www.tldsb.ca). For further information regarding the provision of special education
programs and services, contact the office of the Superintendent of Special Education..
THE BOARD’S ANNUAL REVIEW AND CONSULTATION PROCESS
The provision of Special Education programs and services may be changed or modified as necessary in order to
meet the needs of the exceptional pupils of the Board. Changes or modifications may be made upon resolution
after proper notice of motion in accordance with the Board’s Rules of Procedure.
In accordance with the Education Act, the Board will conduct an annual review of the Special Education Plan.
In developing and modifying the special education plan, the board takes into consideration issues and feedback
from members of the community such as parents, members of school councils, community organizations, and
students. This public consultation, which takes place with the assistance of the board’s Special Education
Advisory Committee (SEAC), is maintained on a continuous basis throughout the year.
In addition to consultation with SEAC and the community, current educational research literature as well as
models and practices used in other boards will be considered. Information regarding specific programs or
services being reviewed will be communicated as early as possible in order to involve stakeholders in the
process.
Special Education Programs and Practices are refined throughout the year and any changes are reflected in the
plan. Special Education Department staff take part in the SEF (School Effectiveness Framework) Reviews in
each school to review practices, including special education programs and practices, in the school.
Four times a year a group of Educational Assistants, Principals, Vice Principals, Classroom Teachers, Special
Education Consultants, ECEs, Central Staff and Administration meet to discuss Issues in Special Education. The
group reviews current practices in relation to Educational Assistant roles/ allocations, the Special Equipment
(SEA) process, the Response to Intervention Model, IEP development and a number of other issues related to
special education in TLDSB. Discussions at the meetings assist in setting direction for professional development
opportunities and board practices.
In accordance with Regulation 464/97 made under the Education Act, the Board ensures that its Special
Education Advisory Committee is provided with the opportunity to participate in the Board’s annual review of
its Special Education Plan. This participation in the plan development takes place through regular SEAC
meetings. Each year the Special Education Plan is reviewed, updated and edited as required.
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SPECIAL EDUCATION PROGRAMS AND SERVICES
THE BOARD’S GENERAL MODEL OF SPECIAL EDUCATION
Philosophy
TLDSB believes that all children can learn and that fairness is not sameness. The Board accepts and supports
the belief that every child is an individual with unique strengths and needs.
TLDSB believes that Special Education consists of the programs, services, resources and professional
development of staff that will provide the opportunity for pupils identified as exceptional to reach their
potential. Opportunity must be available for all exceptional pupils, in compliance with the Canadian Charter of
Rights, the Ontario Human Rights Code, the Education Act and regulations made under the act. All teachers
share fully the responsibility of providing appropriate education for every child in their charge.
Our guiding principles for students with special needs align with the Ministry of Education Learning for All
beliefs:
TLDSB is committed to considering the regular program as the placement of first choice when such a placement
meets the pupil’s needs and is in accordance with parental wishes. However, the Board recognizes that regular
classroom placement may not meet the needs of every exceptional pupil. Therefore a continuum of services,
including placement in a special program, (with integration when/where appropriate) a provincial or
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demonstration school or a care and treatment facility will be considered for pupils whose needs cannot be met
in the regular classroom.
The education of exceptional students is a joint effort between the school and the home. The most effective
program is one that combines the support and co-operation of the parents with the resources of the school
and the community. Parents’ input, teacher observations, and informal assessments inform the identification
and placement process which leads to the delivery of program within t the resources available by and to the
board.
The Pyramid Response to Intervention (RTI) is a framework which guides the practice of providing high
quality instruction and intervention based upon individual student needs.
Core Program (Green Zone)
Monitored and differentiated core curriculum for all students
Through these supports we meet the needs of approximately 80% of our students
Examples include: Curriculum, Differentiated Instruction, TLCP, Universal Design, Re-Reading Tutor
Program, High Yield Strategies
Supplemental Program (Yellow Zone)
Students in this zone (approximately 15% of our students), require intensive intervention focused
on closing the gap
These interventions may occur in the regular classroom setting or in alternative settings
Examples include: Additional time, Early Reading Intervention, Re-Reading Tutor Program, Student
Success or Resource Room Support
Specialized Program (Red Zone)
Students in this zone (approximately 5% of our students), require intensive intervention focused on
closing the gap
Examples include: Special Program Placement, Psychoedcuational Assessments and Speech and
Language Assessments
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ROLES AND RESPONSIBILITIES IN SPECIAL EDUCATION
Many roles and responsibilities are needed to support a successful special education system. The needs of the
students are at the centre of our work in Special Education. The following information outlines the roles and
responsibilities of those involved in special education.
Ministry of Education
School Board Staff and
Community Partners
Principal and School Staff
Teacher
Parent / Guardian
Student
The Ministry of Education
defines, through the Education Act, regulations, and policy/program memoranda, the legal obligations
of school boards regarding the provision of special education programs and services, and prescribes
the categories and definitions of exceptionality;
ensures that school boards provides appropriate special education programs and services for their
exceptional pupils;
establishes the funding for special education through the structure of the funding model. The model
consists of the Foundation Grant, the Special Education Grant and other 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 (SEAC);
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establishes Special Education Tribunals to hear disputes between parents and school boards regarding
the identification and placement of exceptional pupils;
establishes a provincial Advisory Council on Special Education to advise the Minister of Education on
matters related to special education programs and services;
operates Provincial and Demonstration Schools for students who are deaf, blind, or deaf/blind, or who
have severe learning disabilities.
The District School Board
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, 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 of 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;
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 parent guide to provide parents with information about special education programs,
services and procedures;
establishes one or more Identification, Placement and Review Committees (IPRCs) to identify
exceptional pupils and determine appropriate placements for them;
establishes a Special Education Advisory Committee (SEAC);
provides professional development to staff on special education.
The Special Education Advisory Committee
makes recommendations to the board with respect to any matter affecting issues impacting the
establishment, development, and delivery of special education programs and services for exceptional
pupils of the board;
participates in the board’s annual review of its special education 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, as requested.
works closely with community agencies regarding high needs entries, supports and transitions for
Students with Special Needs
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 programs;
communicates board policies and procedures about special education to staff, students, and parents;
ensures that the identification and placement of exceptional pupils, through an IPRC, is done
according to the procedures outlined in the Education Act, regulations and board policies;
consults with parents and with school board staff to determine the most appropriate program for
exceptional pupils;
ensures the development, implementation, and review of a student’s Individual Education Plan (IEP),
including a transition plan, according to provincial requirements;
ensures that parents are consulted in the development of their child’s IEP and that they are provided
with a copy of the IEP;
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ensures the delivery of the program as set out in the IEP;
ensures that appropriate referrals are made to special education services, with parental consent.
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;
develops an IEP for students with exceptional learning needs in consultation with the special
education resource teacher.
provides the program for the exceptional pupil in the regular class, as outlined in the IEP;
communicates the student’s progress to parents;
seeks input from parents on student strengths and needs, student programming and IEP development
works with other school board staff to review and update the student’s IEP.
The Special Education Teacher
In addition to the responsibilities of a teacher:
holds special education 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 students.
The Parent/Guardian
will have access to Board policies and procedures
participates in IPRCs, parent-teacher conferences, and other relevant school activities;
participates in the development of the IEP;
becomes acquainted with the school staff working with the student;
supports the student at home;
works with the school principal and teachers to solve problems;
is responsible to ensure the child is attending school regularly.
The Student
respects and follows the requirements as outlined in the Education Act, regulations, and
policy/program memoranda;
respects and follows board policies and procedures;
participates in IPRCs, parent-teacher conferences, and other activities, as appropriate.
EARLY IDENTIFICATION PROCEDURES AND INTERVENTION STRATEGIES
PHILOSOPHY
The purpose of early and ongoing identification procedures is to ensure that educational programs are
designed to accommodate identified needs and to facilitate each child’s growth and development. These
procedures are a part of a continuous assessment and program planning process. This process should be
initiated when a child is first enrolled in school or no later than the beginning of a program of studies
immediately following Kindergarten and should continue throughout a child’s school life. Cooperation amongst
parents, teachers and resource personnel and the sharing of pertinent information regarding the child is crucial
in enabling teachers to establish appropriate programs for each child.
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Trillium Lakelands District School Board is committed to early identification and intervention when a student
presents with concerns at any point throughout their educational career. TLDSB recognizes that although
some children present with special education needs as early as, or prior to, kindergarten, some students may
not present with special education needs until later in their educational career.
Trillium Lakelands District School Board believes that by providing early intervention, we will be able to identify
learning gaps and provide targeted interventions to close learning gaps.
THE PROCESS FOR EARLY IDENTIFICATION OF STUDENT’S LEARNING NEEDS
TLDSB has processes in place common throughout the district to assist in determining students’ differentiated
needs to ensure appropriate programming and supports are accessed, such as:
Classroom assessments
Referral to School Intervention Team and/or case conferences
Student specific Response to Intervention Plan
Resource support and interventions
Individual Education Plan
Referral to System Intervention Team for consultation
System Level Assessments
Continued monitoring of students with special learning needs is expected throughout their school life.
Classroom Teachers and Special Education Resource Teachers, under the direction of the principal, are
responsible for ensuring student referrals are made to School Intervention Teams when a child presents with
academic, behavioural or emotional concerns.
Role of the Classroom Teacher
The following steps are the responsibility of the classroom teacher:
Focused observation at the student desk and classroom level assessment of student’s learning
Refer to the School Intervention Team when students are not meeting grade expectations or
demonstrating appropriate behavioural or social skills
Working with the school resource teacher to plan and facilitate targeted interventions
Implement, monitor and provide feedback to School Intervention/Student Success Team on
intervention outcomes
Role of the School Resource Teacher
The following areas are the responsibility of the school resource teacher:
Collaboration with the teacher regarding parent conferences and communication
Assistance with observation of students within their classroom learning environment
Facilitation of School Intervention/Student Success Team meetings
Coordination of school level interventions
Consultation with Specialized Services Department Staff
Referral of students to outside agencies
Conduct school level assessment
Role of the Early Reading Intervention Teacher
Working with the Classroom Teacher to facilitate Early Literacy Intervention groups for SK to grade 2
students from September to June to accelerate student learning and close achievement gaps
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Provide Early Reading Intervention daily with targeted instruction over the course of the school year
to students with literacy needs as determined by intervention screening tools
Establish and follow clear entry and exit criteria and maintain ongoing monitoring throughout
Intervention Block
Increase intensity and duration, with program targeting specific needs for students whose learning is
not accelerating
Role of the Principal
The following areas are the responsibility of the principal:
Establish regular School Intervention/Student Success Team meetings
Establish early intervention as a school priority, evidenced in intentional scheduling/timetabling of
interventions
Ensure that the Early Identification Process is followed as outlined in Early Intervention Key Messages
Ensure monitoring of student interventions occurs
Ensure follow up of recommended actions for students with special needs
Role of the Parent
The following areas are the responsibility of the parent in relation to the Early and Ongoing Identification
Process:
Provide information about their child
Work collaboratively with school and community partners to ensure all essential supports are
accessed as required
Work with the school to provide suggested learning opportunities in the home that complement the
school program
POLICIES AND PROCEDURES FOR SPECIAL EDUCATION PROGRAMS AND SERVICES
For students who are considered to have specialized learning needs through the Early and Ongoing
Identification process, following the Response To Intervention Model, the regular procedures used in special
education are to be followed. These procedures include Board monitoring assessments, early intervention
programming, referral to school intervention Team, the development of an IEP if appropriate, and
programming as outlined in an IEP addressing clear, measureable and achievable expectations. A referral for
formal assessment should be considered after appropriate intervention strategies have been provided that
target the student’s specific needs. If formal assessments indicate the need, a referral may be made to an
IPRC.
Procedures for Notifying Parents
For students who are considered to have specialized learning needs through the Early and Ongoing
Identification process, it is critical that parents are informed as early in the process as possible.
This parent notification should include any or all of these steps as appropriate to the level of need of
the student:
Observation Visit to the classroom if possible/Parent Interview
Reflection of needs included in Provincial Report Cards Intervention and resource reports where
applicable
An Individual Education Plan (IEP) for students who are identified, or for whom modified program
expectations are needed, with outcomes reflected in the Provincial Report Card
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PROCEDURES FOR ASSESSMENT, IPRC CONSIDERATION, AND REFERRAL TO IPRC
Students considered to have specialized learning needs through the Early and Ongoing Identification process
are referred for assessment, consideration for IPRC, and IPRC through the same processes used for all students
requiring special education programs or services.
Referral for Assessment
Students are referred to the School Intervention/Student Success Team to determine actions,
strategies and supports that may be essential based on student data provided by the classroom
teacher.
The School Intervention /Student Success Team may recommend assessment of academic
achievement by the school resource teacher/special education head or suggest the student be
presented to the System Intervention Team when interventions are not yielding the desired results.
A System Intervention Team, made up of a Special Education Consultant, Psycho-educational
Consultant, Speech and Language Pathologist and Student Service/Attendance Counselor is available
to the school’s special education team for consultation when a student continues to present as at risk
following the interventions and recommendations of the School Intervention Team.
The System Team will review interventions to date as well as data (School Intervention Team actions,
Behavioural tracking, Board and teacher assessments, PMB and CASI) presented by the school’s
Special Education Leadership Team.
The System Team may
o recommend additional strategies,
o conduct an observation,
o offer a consultative session to school staff or
o when viewed essential, recommend a psycho educational or speech and language
assessment.
Referrals for central assessment services are considered by the System Intervention Team, when the
needs of a student are interfering with their acquisition of learning, and after reasonable interventions
have been provided.
Prior to conducting an assessment, Hearing and Vision concerns must be ruled out through the
appropriate assessments.
During the System Intervention Team meeting, the school must present evidence of interventions
tried to date (intervention details, student work, monitoring and tracking) and School Intervention
Team notes.
It is essential to recognize that formal assessments are a System Resource and the special education
department has a responsibility in allocating supports based on a system perspective. Sameness is not
“fairness”.
Parents should be notified when assessments will take place through the school resource teacher. Written
parent permission is required before any central assessments are administered.
Types of Early Intervention Strategies Used Prior to Referral to IPRC
A number of programming strategies are used within the classroom and / or resource program prior to a
student being referred to an IPRC and for students with Special Needs who do not meet IPRC criteria.
The following strategies are used as appropriate to individual students:
Varying the pace of instruction
Providing accommodations for the method of input or output
The use of specialized learning materials
The use of modified learning expectations through an IEP
Initiation of a Response To Intervention Plan to outline programming, tracking and monitoring
Additional programming available through outside agencies supporting young children
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Parent Notification of Referral to an IPRC
Parents are notified if a child is being considered for IPRC referral. This notification takes place through parent
interviews, phone calls, and / or normal reporting and interview meetings. A written confirmation of date,
time, and place for an IPRC meeting is sent to parents prior to an IPRC meeting taking place.
Parent Notification of Consideration for Special Education Programs or Services
Parent notification takes place if a student is being considered for special education programs or services.
These services might include referral for assessment, student services worker involvement, or resource
programming.
This notification takes place through parent interviews, phone calls, and / or normal reporting and interview
meetings.
Additional References:
Trillium Lakelands District School Board Early Identification Procedure, in TLDSB Early Identification Binder, October, 1998.
Policy/Program Memorandum #11: Early Identification of Children’s Learning Needs
ACCESS TO SPECIAL EDUCATION SERVICES AND IDENTIFICATION
It is the philosophy of TLDSB that services are available to students on a continuum. Access to some levels of
special education services and support does not require formal identification. Examples of students receiving
support without formal identification are:
JK students entering school for the first time who required special services in preschool programs
Students in grade 1 who enter the early literacy intervention program
Students with mild levels of need, who require accommodations and/or may require some modifications to be
successful
Students who require identification are students who are well along the continuum of special needs and who
require significant levels of program modification to be successful.
The Identification, Placement, and Review Committee (IPRC) is a formal process under Regulation 181 of the
Education Act. This process is used for formal identification of a student as an exceptional student and for
placement in a special education program.
TLDSB recognizes the valuable contribution and knowledge of parents/guardians to their child’s education and
seeks parent input and suggestions related to any students’ participation in specialized or alternate programs
or education plans.
Many options for support are available on a continuum of service in special education. These are outlined in
Section 6, (Procedures for service to students with special needs that are used before or as an alternative to
formal identification), and Section 7, (Formal identification (IPRC) procedures).
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PROCEDURES PRIOR TO REFERRAL TO AN IDENTIFICATION, PLACEMENT, AND REVIEW
COMMITTEE (IPRC)
Several steps for supporting individual needs can be taken prior to considering referral to an IPRC. Please
consider the following flowchart:
ASSESSMENT, CONSULTANT AND PROGRAMMING FLOWCHART
The Purpose of Assessment is to Improve Student Learning
System
School
Classroom
•Students with ongoing concerns are presented to the school's System Intervention Team (Special Education
Consultant, Speech Pathologist, Student Services Attendance Counselor, Psychoeducational Consultant) for
consultation
•Individual Response To Intervention Plan updated with recommended actions; Actions implemented and monitored
•Assessment conduct if appropriate interventions have not been identified through consultation process
•Recommendation to Identification Placement and Review Committee if student meets TDSB Identification criteria
•Review of classroom documentation
•Observation by SERT of student in classroom setting prior to School Intervention Team Meeting
•Development of Individual Response To Intervention Plan (Targeted actions and monitoring)
•Communication with parents
•Access relevant community partners with parental consent
•Review with Special Education Consultant(s) and access Specialized Consultants (Autism or Behaviour)
•Initiation of Individual Education Plan if ongoing Accommodations and Modifications are required.
•Observation and assessement of student learning
•Direct and targeted instruction specific to student needs
•If ongoing concerns referral to School Intervention Team
•Communication with parents
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Classroom Level
As special education needs emerge, one of the first levels of problem solving is the classroom program. In
order to determine special needs, the classroom teacher gathers data from all involved stakeholders to assist in
understanding the nature of special learning requirements. Increasingly, a wider variety of assessment
measures are in common use. The following types of assessment strategies are a sample of the range of data
that could be gathered to examine a student’s learning:
performance assessment tasks
open ended questions
journals
teacher and parent observations
conferencing/interviewing
portfolios
student self-assessment
attitude and interest inventories
portfolios developed for a variety of purposes also form a rich source of qualitative
data on student achievement and learning preferences
writing samples
pictures
observations
learning styles
The Ontario Curriculum expectations provide standards and levels of achievement for evaluating student
learning through the above methods. The range of information collected should provide a comprehensive
examination of learning.
A thorough portfolio of informal assessment information should be gathered and used for programming and
problem solving. The School Intervention Team should provide assistance to the classroom teacher regarding
informal assessment practices.
The Trillium Lakelands DSB support document, “Guidelines for Assessment and Evaluation“, gives further
detailed information on recommended assessment strategies.
Referral to School Intervention Team
When it becomes apparent that a student’s performance is significantly delayed or advanced, or that special
learning needs are evident, additional informal assessment data may be needed in order to provide more indepth information. Just as students with special needs require individualized programming, the
individualization of assessment strategies to fit the learner’s strengths and needs is of paramount importance.
When it becomes apparent that specialized learning needs exist, a referral should be made to the School
Intervention Team ( SIT).
The SIT reviews student needs and suggests programming strategies and possible referral to central staff /an
outside agency.
Consultation or Other Services from the School Based Resource Team
As a result of a School Intervention Team (SIT) meeting, additional support through the School Intervention
Team may be necessary in order to assist with curriculum differentiation and/or individual educational
planning. The availability of SIT support is an important part of ensuring the academic and social success of
students. SIT supports include:
collaborative planning of learning experiences;
the provision of resources;
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individual or small group programming;
individual programming;
observation
information gathering using informal assessments;
in-class programming;
assistance with units focusing on differentiated instruction.
It is recognized that the identification of individual student needs and program differentiation requires input
from the classroom teacher, the parent and the student (where appropriate).
Notifying Parents of Children’s Learning Needs
Parents must be informed at all stages of the process. In particular, written parental consent must be obtained
before any formal assessment is requested by the school or undertaken. See “Parents’ Guide to Special
Education” –. in Section 3 of this plan.
Referral to Department of Specialized Services or Student Services
For some students with significant needs, a formal referral for an educational assessment or consultation with
district Special Education or Student Services staff may be required. If a student is being referred to an IPRC, an
educational assessment is required for consideration by the committee.
The assessment process is outlined in detail in Section 8 of this plan. Further information on assessment
strategies and resources is available through your local school or the Department of Specialized Services.
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SPECIALIZED CONSULTANT REFERRAL PROCESS
Student presents with
concerns
Teacher initiates effective
classroom instructional and
management strategies
Classroom teacher consults
SERT and Admin: Referral to
School Intervention Team
Area Special Education
Consultant is contacted -
serious behaviour
Consultant is contacted
Consultant Actions May Include:
•Consultation
•Attend School InterventionTeam Meeting
•Observation
•Develop and monitor student specific
Response To Intervention plan
•Direct referral to Specialized Consultant
•Referrall to System Intervention Team
violent behaviour
Principal
makes direct contact with
Autism or Behaviour
Consultant
and notifies
Consultant
intervention notes are shared
Consultant Actions May Include:
•Consultation
•Attend School Intervention Team meeting
•Observation
•Collaboratively develop and monitor student
specific Response To Intervention Plan
Consultant
makes referral to
Autism or Behaviour
Consultant
Consultant
makes referral to
Consultant assists in
monitoring and supporting
strategies.
Gradual Release back to Area
Consultant and School Staff
Autism or Behaviour
Consultant
Gradual release back to Area
Consultant and School Staff
Gradual Release back to
Area Consultant and School
Staff
Effective strategies to support
student success established
Classroom teacher with the
support of school staff
implements effective
interventions to support
student success.
Effective strategies to support
student success established
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THE IDENTIFICATION, PLACEMENT, AND REVIEW COMMITTEE (IPRC) PROCESS AND APPEALS
This section outlines the procedures for the Identification, Placement, and Review Committee (IPRC) process.
The Trillium Lakelands DSB Parent Guide to Special Education is contained in Section 3 of this plan.
BACKGROUND
When it becomes apparent that a student has significant special needs and that he or she may be an
exceptional student who requires a special education program, the reasons for a referral to an IPRC should be
carefully considered, and a referral to an IPRC discussed with parents.
TYPES OF IPRC’S
Types of IPRC Committees used.
Committee
Central
School Based with Central
Representation
School Based Review
ROUTINE REVIEWS
GUIDELINES
COMPLEX NEW
CHANGE OF PLACEMENT
CHANGE OF
IDENTIFICATION
COMPLEX ISSUES
ROUTINE NEW STUDENTS
COMPLEX NEEDS
CHANGE OF IDENTIFICATION
(ONLY IF DIRECTED TO SCHOOL
COMMITTEE
SUPERINTENDENT OR
SCHOOL PRINCIPAL
CONSULTANT OR DESIGNATE
SCHOOL RESOURCE TEACHER
DESIGNATE
PRINCIPAL
CENTRAL STAFF MEMBER
LEVEL THROUGH INTAKE PROCESS)
PRINCIPAL
SCHOOL RESOURCE
TEACHER
CLASSROOM
TEACHER
RESPONSIBILITIES OF THE IPRC COMMITTEE
The purpose of the IPRC committee as outlined in the Education Act is:
to identify the pupil as exceptional
to recommend placement
The IPRC decision will include:
the recommended placement
categories and definitions of exceptionalities identified by the committee
a description of the pupil’s strengths and needs
recommendations regarding special education programs and services
the reasons for the decision if the committee has decided that the pupil should be placed in a special
education program
REASONS TO C ONSIDER REFERRAL TO IPRC
The following list of indicators should be used to determine possible IPRC referral:
the student clearly has exceptional learning needs and/or an identified syndrome or condition
a significant level of programming support and modification is required
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probability that significant support to the student will continue to be needed over an extended period
of time
outside support services and agencies are involved and will likely continue to be involved
student was identified by previous Board
possible qualification for specialized funding (Intensive Support Amount)
provincial school application is being considered (e.g., blind, deaf, etc.)
specialized equipment is required to meet student needs
parent/principal request
PARENT REQUEST FOR IPRC
In the event of a parent request, the following steps are recommended prior to the formal IPRC referral:
parents are made aware of program and services presently provided to the student
a discussion regarding the purposes of formal identification takes place
In the event of a written request by a parent to refer their child to an IPRC, the principal shall provide a written
statement of approximately when the principal expects that a committee will meet for the first time to discuss
the pupil. In determining this time, the principal will consider the interventions taken place to date,
assessments that may be needed, and other services required. Principals will confer with the Principal of
Special Education to determine a realistic time frame for an approximate IPRC date.
PARENTAL INVOLVEMENT AND INFORMING PARENTS
Parents must be informed at all stages of the process, in particular, written parental consent must be required
before any formal assessment is undertaken. See “Parents Guide to Special Education” in Section 3 of this
plan.
INFORMATION REQUIRED BY THE COMMITTEE
Prior to referral to an IPRC, the following steps should be taken as appropriate:
a student will be referred to the School Intervention Team
a number of in-school problem solving steps suggested by the School Intervention Team will have
been taken in order to address the concerns
formal assessment regarding the specific area of concern has been completed
an IPRC notification letter is received by parents prior to IPRC and a copy is kept in the OSR
Parent Permission For Access to Ontario Student Record (OSR) Form has been completed
other forms of assessment i.e., medical, vision and hearing, psycho-educational, speech and language,
should also be examined if requested by the IPRC
ANNUAL REVIEW
An IPRC review for each identified student will take place within each school year. The annual review focuses
on the identification and placement of a student.
PARENTAL CONSENT FOR PLACEMENT
Following an IPRC, parental written consent (or student consent if 18 years and over) must be obtained. In
special circumstances, if written consent of a parent of a student is not given, and a parent chooses not to
appeal the decision of the committee, the Board, after 30 days, may direct the appropriate principal to place
the exceptional student and to notify the parent of the action that has been taken [Regulation 181 S 20 (1)].
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PARENT D ISAGREEMENT WITH THE IPRC:
If parents do not agree with either the identification or placement decision made by the IPRC, a written
request may be made within 15 days of receipt of the decision, requesting that the IPRC hold a second meeting
to discuss parent’s concerns; or
If parents do not agree with the IPRC’s identification of a child as exceptional or with the placement decision of
the IPRC, parents 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 intention to appeal the decision
to the Secretary of the Board. The notice of appeal must:
indicate the decision with which the parent disagrees; and
include a statement that sets out the reasons for disagreeing.
The appeal process involves the following steps:
The board will establish a special education appeal board to hear the 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/she has been selected (unless parents 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.
The parent and child, if he/she is 16 years old or over, are entitled to be present and to participate in all
discussions.
The appeal board must make its recommendation within 3 days of the completion of the meeting. 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 the child’s identification,
placement or both.
The appeal board will report its recommendations in writing, to the parents, the student (if he is 16 years old or
over) 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 may appeal to a Special Education Tribunal.
Additional Resources:
Appendix A: Parents’ Guide to Special Education
Regulation 181 under the Education Act: Identification and Placement of Exceptional Pupils
EDUCATIONAL AND OTHER ASSESSMENTS
In response to student assessment results and student learning, an emphasis has been placed on the Response
to Intervention framework, with a focus on early intervention strategies and programs to assist students in
achieving their potential. School based literacy, numeracy and writing assessments assist teachers in
recognizing the need for specific programming needs Schools also participated in examination of student
achievement information such as reading levels and writing samples to set specific preferred goals for student
achievement. As part of this process, using assessment information that related to students with special
education needs is a focus. Information from these assessments is used by classroom teachers, Instructional
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Leads, and special education resource teachers to provide specific instruction that help students to work on
areas that would improve their literacy skills.
Working with professional assessors such as speech language pathologists, psychoeducational consultants and
psychologists on how to make the report recommendations as relevant as possible to current educational
methods is a priority. Emphasis is also placed on making the best use of information from classroom based
assessments as one of the best ways to help students learn.
The goal of educational assessment is to improve student learning and achievement. Assessment is a daily part
of classroom programs, and regular classroom assessment strategies will provide an important range of
information on a student’s learning needs.
For students who are experiencing learning difficulties, additional assessment beyond the classroom and/or
school is sometimes needed to assist with the decisions about program directions, exceptionality
determination, and placement decisions.
GUIDING PRINCIPLES FOR SPECIAL EDUCATION ASSESSMENT
In considering assessment for special education, some guiding principles should serve in selecting assessment
strategies:
Assessment for students with special needs should:
Provide information needed for programming
Build on assessment information from the classroom
Be consistent with practice norms in Ontario for special education assessment
Utilize current assessment tools
Be conducted by appropriate professionals
Be efficient and cost effective
Respect student and parent needs
USES OF SPECIAL EDUCATION ASSESSMENTS
Assessment information is used for program development, Individual Education Plan development and
evaluation, IPRC committee consideration, and multidisciplinary problem solving by both Board and outside
agency staff. All use of assessments must comply with requirements for parent permission for the use of the
information.
For IPRC purposes, assessments are obtained through provision of assessment information by the school to the
appropriate IPR committee through the IPRC intake process.
LEVELS OF ASSESSMENT
Prior to initiating a formal assessment by a board psycho educational consultant or speech and language
pathologist, program supports and interventions are reviewed at an Assessment Team Meeting that is
comprised of system level professional from varied disciplines (Student Service Attendance Counselor, Psycho
educational consultant, Special Education Consultant and Speech and Language Pathologist) along with the
schools special education leadership team (Principal and Lead Special Education Resource Teacher). The team
will review interventions to date that have been recommended through the School Intervention Team Process.
The outcome of an assessment meeting may lead to recommendations for continued school level supports
(interventions, suggested classroom practices, further school based assessments etc.), observation by
assessment staff, referral to a Specialized Consultant (behavioural or autism), or, when essential, a referral for
a formal assessment.
The flowchart in section 5 explains the phases of assessment and program that generally take place for
students with special needs. As a student moves from one phase to the next, a set of minimum assessment or
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consultation procedures must take place to provide a consistent set of information for determining student
needs and for IPRC requirements.
Please consult the chart in section 5, Procedures Prior to Referral to an Identification, Placement, and Review
Committee (IPRC) for a description of the assessment, consultation, and programming steps.
ASSESSMENTS C ONDUCTED BY CLASSROOM TEACHERS
Classroom teachers conduct assessments required for routine programming and evaluation in their classroom.
Examples of the assessment methods used by the classroom teacher include:
Daily class work samples
Portfolios of student work
Projects
Tests and quizzes
Observation of students
Completion of First Steps continuum
“P.M. Benchmarks” “GB+” (French Immersion)
“Comprehension, Attitudes, Strategies and Interests” (CASI)
Ontario Writing Assessment (OWA)
School and classroom developed assessments
Classroom teachers are members in good standing of the Ontario College of Teachers, and hold valid Ontario
Teaching Certificates.
ASSESSMENTS C ONDUCTED BY SCHOOL RESOURCE TEACHERS
Assessment by school resource teachers and special education teachers focuses on academic achievement and
skill development tools.
School resource teachers and special education program teachers use the following types of assessment tools:
Checklists based on the Ontario curriculum
Skills sequences based on life skills continuums
Basic skills inventories (Example: Brigance Inventory of Basic Skills)
Criterion Referenced skill assessments in specific academic areas (example: Bader Informal Reading
Inventory; The Phonological Awareness Profile)
Standardized academic assessments (example, The Phonological Awareness Test)
In addition to the qualifications required for classroom teachers, special education resource and special
education program teachers hold additional qualifications in Special Education as required in Regulation 298
under the Education Act. As well, special education teachers have regular professional development and
training in the area of assessment as new processes and tools are brought into the system to support student
needs.
ASSESSMENTS C ONDUCTED BY SPEECH / LANGUAGE PATHOLOGISTS
Assessments carried out by speech/language pathologists focus on language abilities and skills. Assessment
includes observation, skills inventories, and standardized measures. Some examples of commonly used
assessment types with example tools include:
Vocabulary (e.g. Peabody Picture Vocabulary Test III (PPVT-III))
Receptive and Expressive Language
(e.g. Clinical Evaluation of Language Fundamentals CELF)
Comprehension (e.g. Test of Auditory Comprehension of Language
Language Processing (e.g. The Language Processing Test Revised)
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Articulation (e.g. Goldman Friscoe Test of Articulation)
Phonological awareness (e.g. The Phonological Awareness Test)
Speech/language pathologists are registered with the College of Audiologists and Speech Language
Pathologists of Ontario (CASLPO). They hold masters level degrees in speech language pathology.
The waiting time for assessment varies, depending on school and system priorities.
PSYCHOLOGICAL
Central special education staff administer two forms of assessment, a psychological assessment and a
comprehensive educational assessment. Psychological assessments are used when students have significant
learning, emotional, and /or behavioural needs, or when a diagnosis by a psychologist may be required.
Comprehensive assessments are used for students primarily exhibiting learning difficulties. In the event that
more complex needs come to light during a comprehensive educational assessment, the assessment protocol
can be changed to a psychological assessment provided parental permission to do so is obtained.
Psychological Assessments
The assessment of cognitive ability, social development, processing, and memory are areas typically included in
psychological assessments. These assessments may include a specific diagnosis of learning or behavioural
problems.
Psychological assessments are administered by board Psycho educational consultants under the clinical
supervision of registered psychologists contracted by the board. As part of the assessment process, the
parents/guardians will have the opportunity to communicate with the psycho educational consultant and a
feedback session will be provided for both the school and parents/guardians.
Psycho educational consultants hold qualifications in assessment administration and interpretation.
Psychologists hold Doctoral level qualifications and are registered members of the Ontario College of
Psychologists.
Assessment tools used for psychological assessments vary depending on the learning difficulties of the
individual student. Examples of some commonly used tools include but are not limited to:
Measures of cognitive ability (E.g. Weschler Intelligence Test for Children-4 (WISC-IV)
Adaptive scales or inventories (e.g. Adaptive Behaviour Assessment Scale, Vineland Adaptive
Measures)
Academic achievement tests (e.g. Weschler Individual Achievement Test (WIAT))
Behavioural scales (e.g. Connors Parent / Teacher Rating Scales)
Emotional scales (e.g. Devereaux Scales of Emotional Disorders)
Memory and processing scales (e.g. Test of Visual Perceptual Skills)
Comprehensive Psycho educational Assessments
Psycho educational assessments include standardized measures of cognitive ability, memory, processing, and
can also include adaptive skills assessments. They do not include behavioural and emotional measures. These
assessments are administered and interpreted by board Psycho educational consultants.
Assessment tools used for comprehensive educational assessments with example tools noted include the
following areas:
Measures of cognitive ability (e.g. Weschler Intelligence Test for Children-IV (WISC-IV))
Adaptive scales or inventories (e.g. Adaptive Behaviour Assessment Scale)
Measures of memory and processing (e.g. Bender Gestalt)
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MANAGEMENT OF REFERRALS
Each year TLDSB Specialized Services Department Staff work with school staff to determine students who will
receive Speech and Language and Psycholeducational Assessments throughout the school year. Students are
referred for an assessment when there are gaps in their learning needs which are not successfully being
addressed by interventions and supports.
Emphasis is placed on providing Language Assessments to children who are in the primary grades. Junior,
Intermediate and Senior Students whose psychoeducational assessment results indicate possible language
impairment may also receive a Language Assessment.
Emphasis is placed on providing Psychoeducational Assessments to students who are in grades five to eight.
Sometimes assessments are provided to students outside of this grade range when it is deemed essential by
Specialized Services Staff.
Many strategies and interventions that are often common recommendations of assessments can be utilized to
see if students respond and gaps in performance are addressed. Students who respond to the strategies may
not require an assessment, as the purpose of the assessment is to identify strategies that would best address
student’s learning needs.
PARENT PERMISSION FOR A SSESSMENT
A new form for “Informed Consent” was developed and implemented during the 2008-2009 school year.
Written parent permission using the appropriate form is required before conducting any assessment by
personnel external to the school.
COMMUNICATION OF ASSESSMENT RESULTS
An information sharing meeting in which the assessment report and results are shared and explained to
parents and school staff is held after any formal assessment involving central special education staff.
Following the information sharing, a copy of the assessment report is placed in the documentation file of the
Ontario Student Record (OSR), and a copy of the report is given to the parents.
PROTOCOLS FOR SHARING I NFORMATION WITH STAFF AND/OR OUTSIDE AGENCIES
As required by the Municipal Freedom of Information and Protection of Privacy Act, and the Ontario OSR
Guideline, assessment information is shared with staff outside the school and or outside agency staff only with
written parental permission.
PROTECTION OF PRIVACY RELATED TO A SSESSMENT INFORMATION
Assessment reports and test protocols authored by Trillium Lakelands DSB staff are kept at an area office for a
minimum period of ten years after a student leaves the Board. Assessment reports are available to parents,
students over 16 years of age, and other authorized personnel. Test protocols are the confidential property of
Trillium Lakelands DSB and by regulation, are not shared with parents. All files are kept in a secure manner
according to the Ontario College of Psychologists.
SPECIALIZED HEALTH SUPPORTS IN SCHOOL SETTINGS
A number of children require Health Support Services in order to attend school or to assist them in their
normal development. The Ministry of Health and the Ministry of Education share a joint responsibility for
providing this service.
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Through the Ministry of Health, Community Care Access Centres provide: nursing, physiotherapy, occupational
therapy, speech and language therapy, and dietetic services to enable children with special health needs to
attend publicly funded schools. Referrals to these services are handled through the School Intervention Teams.
Through the Ministry of Education, School Boards provide the administration of medications, lifting,
positioning, feeding, toileting, maintenance of physiotherapy and occupational therapy and speech and
language therapy (correction and remediation). The services mentioned above facilitate the integration of
children with special health needs into publicly funded schools. Board Policy # ES 5565, Health Support
Services provides further details on the services provided.
Due to the widespread geographic area of Trillium Lakelands DSB, these supports are provided by different
agencies in various regions of the Board. The following table provides detailed information regarding
specialized Health Support services.
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SPECIALIZED HEALTH SUPPORT SERVICES CHART
Specialized Health
Support Services
Agency/position of
person performing the
service (e.g. CCAC
board staff, parent)
Eligibility
guidelines for
students to receive
the service
Position of person
determining
eligibility to
receive service
and the level of
support
Guidelines for
determining when
the service is no
longer required
Procedures for
resolving disputes
about eligibility and
level of support (if
available)
Nursing
CCAC
CCAC program
eligibility
guidelines
CCAC Case
manager
CCAC discharges if
CCAC determines
service no longer
required in
consultation with
board staff
Discussion between
CCAC and board
staff, parents etc.
CCAC discharges if
CCAS determines
service no longer
required in
consultation with
board staff
Discussion between
CCAC and board
staff, parents etc.
CCAC discharges if
CCAS determines
service no longer
required in
consultation with
board staff
Discussion between
CCAC and board
staff, parents etc.
CCAC discharges if
CCAS determines
service no longer
required in
consultation with
board staff
Discussion between
CCAC and board
staff, parents etc.
Occupational
therapy
Physiotherapy
Nutrition
CCAC
CCAC
CCAC
CCAC program
eligibility
guidelines,
including
recommendation
of therapist
CCAC Case
manager
CCAC program
eligibility
guidelines,
including
recommendation
of therapist
CCAC Case
manager
CCAC program
eligibility
guidelines
CCAC Case
manager
CCAC formal appeal
process for parents
CCAC formal appeal
process for parents
CCAC formal appeal
process for parents
CCAC formal appeal
process for parents
Specialized Health
Support Services
Agency/position of
person performing the
service (e.g. CCAC
board staff, parent)
Eligibility
guidelines for
students to receive
the service
Position of person
determining
eligibility to
receive service
and the level of
support
Guidelines for
determining when
the service is no
longer required
Procedures for
resolving disputes
about eligibility and
level of support (if
available)
Speech and
language therapy
CCAC, Board Speech
Language Pathologist
CCAC program
eligibility
guidelines, board
assessment /
consultation
guidelines
CCAC Case
Manager, Board
Speech Language
Pathologist
CCAC discharges if
CCAS determines
service no longer
required in
consultation with
board staff
Discussion between
CCAC and board
staff, parents etc.
CCAC program
eligibility
guidelines
CCAC Case
Manager
CCAC discharges if
CCAS determines
service no longer
required in
consultation with
board staff
Discussion between
CCAC and board
staff, parents etc.
As prescribed by
Discussion with
Speech correction
and remediation
Administering of
CCAC
Pupil, parent,
As prescribed by
Physician and
CCAC formal appeal
process for parents
CCAC formal appeal
process for parents
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prescribed
medications
assistant
physician
parent
physician
Principal
CCAC program
eligibility
guidelines,
recommendation
by qualified
medical personnel
CCAC Case
manager,
Supervising
Principal of Special
Education
CCAC discharges if
CCAS determines
service no longer
required in
consultation with
board staff
Discussion between
CCAC and board
staff, parents etc.
CCAC program
eligibility
guidelines,
recommendation
by qualified
medical personnel
CCAC Case
manager,
Supervising
Education
CCAC discharges if
CCAC determines
service no longer
required in
consultation with
board staff
Discussion between
CCAC and board
staff, parents etc.
NA
Principal,
Supervising
Education
NA
NA
Other personnel as
authorized
Catheterization
Suctioning
Board staff with CCAC
training and
consultation
Shallow Suctioning Board staff with CCAC
training and
consultation
Deep suctioning CCAC
Lifting and
positioning
Board staff with
CCAC consultation
CCAC formal appeal
process for parents
CCAC formal appeal
process for parents
Assistance with
mobility
Board staff
NA
Principal,
Supervising
Education
NA
NA
Feeding
Board staff (oral
feeding)
CCAC program
eligibility
guidelines
CCAC Case
manager,
Supervising
Education
CCAC discharges if
CCAS determines
service no longer
required in
consultation with
board staff
Discussion between
CCAC and board ,
staff, parents etc.
G-tube feeding - CCAC
Gravity feed - CCAC
CCAC formal appeal
process for parents
THIRD PARTY SERVICES
Further information on Third Party Services is available from the Superintendent of Special Education.
Additional References
Policy and Program Memorandum #81 Ministry of Education
TLDSB Policy & Procedure Third Party Services ES-5020 and ES-5021
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CATEGORIES AND DEFINITIONS OF EXCEPTIONALITIES
The board uses the Ministry of Education Categories and Definitions of exceptionality to identify students. To
assist with consistency in the identification process, TLDSB also uses additional locally developed guidelines for
use by IPR Committees. These guidelines are available in the Special Education Handbook in each school
resource centre, and include the characteristics of the student, assessment information required, and
documentation required to support the particular exceptionality determination.
The following information outlines the Ministry of Education Categories and Definitions of Exceptionality.
BEHAVIOUR
A learning disorder characterized by specific behaviour problems over such a period of time, and to such a
marked degree, and of such a nature, as to adversely affect educational performance, and that may be
accompanied by one or more of the following:
an inability to build or to maintain interpersonal relationships;
excessive fears or anxieties;
a tendency to compulsive reaction; or
an inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any
combination thereof.
COMMUNICATION
Autism
A severe learning disorder that is characterized by:
a) disturbances in:
rate of educational development;
ability to relate to the environment;
mobility
perception, speech and language
b) lack of representational symbolic behaviour that precedes language.
Deaf and Hard-of Hearing
An impairment characterized by deficits in language and speech development because of a diminished or nonexistent auditory response to sound.
Language Impairment
A learning disorder characterized by an impairment in comprehension and/or use of verbal communication or
the written or other symbol system of communication, which may be associated with neurological,
psychological, physical, or sensory factors, and which may:
a)
involve one or more of the form, content, and function of language in communication; and
b) include one or more of the following:
language delay;
dysfluency;
voice and articulation development, which may or may not be organically or functionally based.
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Speech Impairment
A disorder in language formulation that may be associated with neurological, psychological, physical, or
sensory factors; that involves perceptual motor aspects of transmitting oral messages; and that may be
characterized by impairment in articulation, rhythm, and stress.
Learning Disability
A learning disorder evident in both academic and social situations that involves one or more of the processes
necessary for the proper use of spoken language or the symbols of communication, and that is characterized by
a condition that:
a)
is not primarily the result of:
impairment of vision;
impairment of hearing;
physical disability;
developmental disability;
primary emotional disturbance;
cultural differences; and
b) results in a significant discrepancy between academic achievement and assessed intellectual ability,
with deficits in one or more of the following:
receptive language (listening, reading);
language processing (thinking, conceptualizing, integrating);
expressive language (talking, spelling, writing);
mathematical computations;
c)
may be associated with one or more conditions diagnosed as:
a perceptual handicap;
a brain injury;
minimal brain dysfunction;
dyslexia
developmental aphasia.
INTELLECTUAL
Giftedness
An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of
a depth and breadth beyond those normally provided in the regular school program to satisfy the level of
educational potential indicated.
Mild Intellectual Disability
Characterized by:
a learning style that profits from a hands-on, concrete and applied approach
a slower-paced and practical approach to academic subjects
an expectation of successful independent living
a potential for meaningful and significant contributions to family and society
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Developmental Disability
A learning disorder characterized by:
significantly slower pace of development and learning
complex and multiple needs requiring modified and alternative programming
significant areas of need may include communication, basic living skills, social interaction and
adjustment, impulse control and behaviour, and functional academics
PHYSICAL
Physical Disability
A condition of such severe physical limitation or deficiency as to require special assistance in learning
situations, to provide the opportunity for educational achievement equivalent to that of pupils without
exceptionalities who are of the same age or developmental level.
Blind and Low Vision
A condition of partial or total impairment of sight or vision that even with correction affects educational
performance adversely.
MULTIPLE
Multiple Exceptionalities
A combination of learning or other disorders, impairments, or physical disabilities, that is of such nature as to
require, for educational achievement, the services of one or more teachers holding qualifications in special
education and the provision of support services appropriate for such disorders, impairments, or disabilities.
Special Education, A Guide for Educators, Ontario Ministry of Education, 2001
SPECIAL EDUCATION PLACEMENTS PROVIDED BY THE BOARD
Each year, programs and placements required are determined based on student needs and available resources.
The TLDSB SEAC, and Principals Advisory Group (PAG) is consulted during this process, and input is used to
develop programs and services available to students.
RANGE OF PLACEMENTS
TLDSB is committed to providing a range of services to meet the needs of exceptional students. This range of
services includes regular program placements, enhanced resource special program placements, and referral to
programs outside the Board when necessary. The following representation provides more comprehensive
information on the Trillium Lakelands D.S.B.’s special education range of placements.
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THE TLDSB CASCADE MODEL
Alternative Setting
Self-Contained Class
Regular Class with Enhanced Resource
Regular Class with Withdrawal Assistance
Regular Class with Direct/Indrect Support
Regular Class
TLDSB RANGE OF SPECIAL EDUCATION SETTINGS
TLDSB believes that all children can learn. The Board accepts and supports the belief that every child is an
individual with unique strengths and needs.
TLDSB is committed to considering the regular classroom as the placement of first choice when such a
placement meets the pupil’s needs and is in accordance with parental wishes. The Board, however, recognizes
that a regular classroom placement may not meet the needs of every exceptional pupil. With this in mind, a
range of options, including placement in a special class (with integration when/where appropriate) will be
considered for pupils whose needs cannot be met in the regular classroom environment.
PLACEMENT IN A REGULAR PROGRAM
Placement in a regular program is the first option considered by the Board provided the placement meets the
student’s needs and is in accordance with parental preferences. Students can be integrated into the regular
program in a variety of ways including:
accommodations and/or modifications to the regular program delivered by the classroom teacher
(CT);
differentiated instruction in the regular program delivered by the classroom teacher in consultation
with the resource teacher;
intensive individual support provided by resource teachers in the classroom;
support of teacher-directed programming delivered by other Board personnel in the classroom, such
as Educational Assistants.
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PLACEMENTS AVAILABLE TO ALL EXCEPTIONALITIES
The following placements are available to students with all exceptionalities.
Regular Program with Monitoring
the exceptional student is placed in the regular classroom on a full time basis;
support is provided by the regular classroom teacher in consultation with the Special Education School
Resource Teacher (SERT);
instructional interventions, (i.e., differentiated instruction), modifications and/or accommodations are
continually assessed by the classroom teacher, supported by the SERT;
an Individual Education Plan (IEP) is developed by the SERT, in consultation with the classroom teacher
and parent;
the SERT and the classroom teacher monitor the student’s progress and make program adjustments as
appropriate; and
ongoing consultation among administrators, the teachers, support staff, parents and student is
integral to the student’s progress.
Regular Program with Resource Assistance
the exceptional student is placed in the regular classroom on a full time basis;
support is provided to the student in the regular classroom by the SERT;
also provided and continually assessed by the classroom teacher, supported by the SERT;
an Individual Education Plan is developed by the classroom teacher, in consultation with the SERT and
parent;
the classroom teacher, in collaboration with the SERT, is responsible for developing, implementing,
evaluating and reporting on the special education portion of the program;
ongoing consultation among the teachers, support staff, parents and student is integral to the
student’s progress.
Regular Program with Withdrawal Assistance
the exceptional student is placed in the regular classroom and is withdrawn for special education
support; the withdrawal sessions are often scheduled in flexible blocks of time over the course of the
school year
support is provided to the student as outlined in the Individual Education Plan;
also provided and continually assessed by the classroom teacher and supported by the special
education personnel;
an Individual Education Plan is developed by the SERT, in consultation with the classroom teacher and
parent;
special education personnel are responsible for developing, implementing, evaluating and reporting
on the special education portion of the program;
ongoing consultation among the teachers, support staff, parents and student is integral to the
student’s progress.
Special Class Program or Enhanced Resource Program Placements
Special Class Program or Enhanced Resource placements are available to students with significant
levels of need. Special classes are established to meet the needs of students with specific
exceptionalities. Enhanced Resource programs can serve a variety of exceptionalities, or can be
designed with a focus on a particular group of exceptionalities.
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Students are placed in special class programs or Enhanced Resource programs through a central IPRC.
The level of support in each program is determined through consultation with school and central
special education staff. The specific needs of students in these programs are reflected through
differentiated staffing. The Superintendent responsible for Special Education approves the final
support levels for these programs.
The following description outlines the variety of special class program and Enhanced Resource
program placements available in TLDSB. The location and nature of these placements is reviewed on
an annual basis through consultation with SEAC, school and central special education staff and the
Principals’ Advisory Group. The Superintendent responsible for Special Education approves the
locations of these programs.
Enhanced Resource Program
Students receive Enhanced Resource instruction in a particular area/s of need
Students have membership in a regular classroom
Time in the program varies
Students are placed through an IPRC or case conference with the Special Education Area Consultant
present
In order to be considered as a candidate for an ERP, certain requirements must be fulfilled:
Academic and psychological or comprehensive educational assessments
Previous support through the School Resource Program
Ongoing involvement with the Special Education Area Consultant
The ERP provides services to 12-15 students throughout the day
Students are demitted from the program through an IPRC or through a case conference with the
Special Education Area Consultant present
Special Education Class Programs
The exceptional students in this placement receive a significant portion of their program from a
qualified special education teacher
The exceptional student also spends time in a regular classroom with appropriate modifications and
accommodations, depending on individual needs
Instructional interventions, modifications and accommodations are also provided and continually
assessed by the special education program teacher, the classroom teacher and support of special
education personnel
An IEP is developed by the special education program teacher in consultation with the regular program
teacher, and the parent
Special education personnel are responsible for developing, implementing, evaluating and reporting
on the special education portion of the program
Ongoing consultation among the teachers, support staff, parents and student is integral to the
student’s progress report
Special Education Class Programs include:
Practical Academic and Life Skills Programs (Elementary & Secondary)
Behaviour Programs – Elementary and Secondary
Home Instruction
the use of this placement must be approved by the Superintendent of Special Education Board
Procedure ES-5540 Home Instruction contains detailed info and forms regarding applying for Home
Instruction.
the student receives instruction in their home or alternate setting approved by the principal
a home instruction teacher provides the instruction
the program is monitored by the principal of the school
Page 32 of 75
an IEP is developed by the principal or school resource teacher
home instruction programs are considered as temporary placements when alternatives in the school
setting are not meeting student needs due to safety or illness
while on home instruction, efforts should continue to develop appropriate long term programming for
the student
Home Program
instruction is based on an IEP developed by the school principal or resource teacher
the use of this placement must be approved by the Superintendent of Special Education
this placement is used for a very small number of unique situations where care and medical needs are
the primary focus, and where instruction cannot take place at school due to medical or safety
concerns
the student receives instruction in the home, the hospital, or other alternative setting approved by the
principal
the instruction may be through a teacher or educational assistant under the direction of the principal
ALTERNATIVE SETTINGS TO BOARD PROGRAMS
When the placements within the Board are not meeting a student’s needs, school staff, in consultation with
district special education staff, community agencies, and parents will discuss and explore other options for a
student. These options often include Care and Treatment programs both within and outside the district. The
space in these programs is extremely limited. Acceptance into the alternative setting is often through the
agency in consultation with Board Special Education Staff.
TLDSB has several Section 23 Care and Treatment agreements with facilities in the TLDSB geographic area. The
following table lists the Section 23 Care and Treatment programs located in TLDSB.
CARE AND TREATMENT PROGRAMS
SECTION 23 PROGRAMS 2013-14
NAME OF PROGRAM
Chimo Youth and Family Services (2 programs; Boys and Girls)
Connor Group Home
Hawk Homes – Lindsay Learning Center (2 programs)
Hawk Homes- Oakwood Learning Center
PRACTICAL ACADEMIC AND LIFE SKILLS (PA&LS) PROGRAM, (E LEMENTARY OR SECONDARY)
entry into the PA&LS program is through an IPRC
certain requirements must be fulfilled for consideration as a candidate including age requirements,
academic, adaptive and psychological assessments, and on-going involvement with the Special
Education Area Consultant
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Demission guidelines include successful integration for the majority of the day, parental/student over
the age of 16 request, failure to benefit from the goals of the program
BEHAVIOUR PROGRAM (C OACHING C LASS) – ELEMENTARY
Entry into the behaviour program is through an IPRC
Certain requirements must be fulfilled for consideration as a candidate including age requirements,
academic and psychological assessments, on-going involvement of the Board’s Behaviour Consultant
BRIDGING PROGRAM
Pilot program for primary/junior students with significant learning and behavioural needs who may
not meet the requirements for other System Level Classes
Programming is developed in consultation with community partners who are supporting the student
Significant effort to align programming across environments (home, school, community)
LEARNING STRATEGIES PROGRAM
Pilot program for Junior/Intermediate students with significant learning disabilities
Focus on development of learning strategies, using technology for accommodations, intensive
instruction and closing the gaps in literacy and numeracy
DEMISSION GUIDELINES
A change of placement should be considered based on the following criteria:
A student has made sufficient progress; is able to return to a less intensive setting (regular program,
resource program)
A student’s needs have increased such that an alternative setting is required (e.g., Care and Treatment
program)
A parent no longer wishes a student to remain in the program and an alternative program that meets
the student’s needs is suitable. Specific Program Types and Size
The chart on the following page outlines the specific types of Special Education Programs. Class size
follows the requirements of Regulation 298 of the Education Act. The location and feasibility of
offering the classes is determined on an annual basis according to system needs.
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RANGE OF PLACEMENT OPTIONS AVAILABLE BY EXCEPTIONALITY
ELEMENTARY
Category
Definition
BEHAVIOUR
School
Resource
Program

Enhanced
Resource
Program

SECONDARY
Special
Education
Program

School
Resource
Program
Special
Education
Program

BEHAVIOUR
AUTISM
COMMUNICATION
INTELLECTUAL
PHYSICAL
MULTIPLE
1.
2.
3.
4.
5.



DEAF AND HARD OF
HEARING


LANGUAGE
IMPAIRMENT


SPEECH IMPAIRMENT


LEARNING DISABILITY

GIFTED


MILD INTELLECTUAL
DISABILITY


DEVELOPMENTAL
DISABILITY

PHYSICAL


BLIND AND LOW
VISION


MULTIPLE
EXCEPTIONALITY








Behaviour Program
Enhanced Resource Program (ERP)
Practical and Academic Life Skills (PA&LS)
Secondary PA&LS Program
Secondary Behaviour Program
Due to the widespread geography of the board and the low incidence of students who are blind or deaf, these
students are currently served with an itinerant teacher, special education teachers and educational assistant
support rather than special program placements.
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

GUIDELINES AND PROCESS FOR ADMISSION: REGULAR PROGRAM AND RESOURCE PROGRAM PLACEMENTS
Placement
REGULAR PROGRAM WITH
MONITORING
Guidelines for Admission
Admission Process
ENVIRONMENTAL, INSTRUCTIONAL
ACCOMMODATIONS IN PLACE,
REFERRAL TO SCHOOL INTERVENTION TEAM
WITH RECOMMENDATION FOR MONITORING
STUDENT STILL NEEDS ASSISTANCE
AND/OR ASSESSMENT
ONGOING SERVICE FROM SCHOOL RESOURCE
PROGRAM
RESOURCE ASSISTANCE
STUDENT REQUIRES
ACCOMMODATIONS AND
MODIFICATIONS OF UP TO 50% OF
THE REGULAR CURRICULUM, OR
REQUIRES ALTERNATIVE
RECOMMENDATION OF SUPPORT THROUGH
SCHOOL INTERVENTION TEAM
CLASSROOM ASSESSMENTS TO SUPPORT NEED
CURRICULUM
WITHDRAWAL ASSISTANCE
STUDENT REQUIRES SKILL SPECIFIC
INSTRUCTION IN A SMALL GROUP
RECOMMENDATION OF SUPPORT THROUGH
SCHOOL INTERVENTION TEAM
CLASSROOM AND RESOURCE ASSESSMENTS TO
SUPPORT NEED
SUPPLEMENTAL FORMAL ASSESSMENT AS
REQUIRED
FORMAL IDENTIFICATION IF NEED EXPECTED TO
BE LONG-TERM
ENHANCED RESOURCE
PROGRAM
STUDENT REQUIRES GENERAL
REFERRAL TO SPECIAL EDUCATION
INSTRUCTION IN A SMALL GROUP
SETTING FOR A SIGNIFICANT
CONSULTANT FOR INTAKE INTO PROGRAM
AMOUNT OF TIME
SPECIAL EDUCATION
PROGRAM
SPECIFIC GUIDELINES ARE
AVAILABLE FOR EACH TYPE OF
PROGRAM
REFERRAL TO IPRC
FORMAL ASSESSMENT
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GUIDELINES AND PROCESS FOR ADMISSION, INTENSIVE PROGRAM
Special Education
Program
AND SPECIAL EDUCATION P ROGRAMS
Guidelines for Admission
Admission Process
ELEMENTARY PLACEMENTS
BEHAVIOUR PROGRAM
(COACHING CLASS)
BEHAVIOUR IDENTIFICATION THROUGH IPRC
AVERAGE COGNITIVE ABILITY
REQUIRES ALTERNATIVE PROGRAMMING FOR SOCIAL
RECOMMENDATION BY
BEHAVIOUR CONSULTANT
IPRC IDENTIFICATION AND
PLACEMENT
SKILLS DEVELOPMENT
PRACTICAL ACADEMICS
LIFE SKILLS PROGRAM
(PALS)
MILD INTELLECTUAL DISABILITY (MID) WITH A
SIGNIFICANT NEED FOR DEVELOPMENT OF ADAPTIVE SKILLS
OR DEVELOPMENTAL DISABILITY IDENTIFICATION
RECOMMENDATION OF AREA
SPECIAL EDUCATION
CONSULTANT
NEED FOR ALTERNATIVE EXPECTATIONS, FOCUSED ON LIFE
SKILLS
BRIDGING CLASS
PLACEMENT THROUGH SYSTEM CONSULTATION. MUST
MEET CRITERIA
RECOMMENDATION FROM AREA
CONSULTANT AND
SUPERINTENDENT OF SPECIAL
EDUCATION
LEARNING
STRATEGIES CLASS
PLACEMENT THROUGH SYSTEM CONSULTATION. MUST
MEET CRITERIA AND BE IDENTIFIED WITH LEARNING
DISABILITY
RECOMMENDATION FROM AREA
CONSULTANT, SUPERINTENDENT
OF SPECIAL EDUCATION, SCHOOL
AND PSYCHOEDUCATIONAL
CONSULTANT
SECONDARY PLACEMENTS
PRACTICAL ACADEMICS
LIFE SKILLS PROGRAM
(PA&LS)
DEVELOPMENTAL DISABILITY OR MILD INTELLECTUAL
DISABILITY IDENTIFICATION
RECOMMENDATION OF SPECIAL
EDUCATION CONSULTANT
ALTERNATIVE EXPECTATIONS NEEDED, WITH FOCUS ON
IPRC IDENTIFICATION AND
LIFE SKILLS PROGRAMMING
PLACEMENT
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GUIDELINES FOR DETERMINING CHANGE OF PLACEMENT
A change of placement should be considered based on the following guidelines:
A student has made sufficient progress to be able to return to a less intensive setting (regular
program, resource program)
A student’s needs have increased such that an alternative setting is required (E.g., Care and Treatment
program)
A student has been in the program for two years or more, and would receive limited benefits from
remaining in the program
A parent no longer wishes a student to remain in the program and an alternative program that meets
the students needs is suitable
A change of identification should be considered based on the following guideline:
New assessment, medical, or other information indicates a different identification is more appropriate
DETERMINATION OF SUPPORT PROVIDED IN PLACEMENTS
Special Education service levels including numbers of staff are determined through the budget process and
input on this is given by SEAC.
After staffing levels are approved through the budget process, support levels for each placement are
determined through the following process:
RESOURCE TEACHERS AND SPECIAL PROGRAM TEACHERS :
Information on needs is collected from the system. The Superintendent of Special Education recommends
support levels. Guidelines for determining support levels of teacher staffing are:
Number of students in the school
Level of need of the school based on principal input, area SO input, assessment data
Access to special classes or programs both within the school and within the family of schools
Number of students with high needs
Final school assignments are reviewed by senior administration and a final staffing plan is approved by the
Superintendent of Special Education.
EDUCATIONAL ASSISTANTS
Twice per year, in December and June, the Principals’ Advisory Group under the direction of the
Superintendent of Special Education recommends the level of support assigned for special education programs
in each school. The overall needs of the school are reviewed on a regular basis by the school and central staff
and the level of support may be adjusted as required. The Superintendent of Special Education approves final
support levels. For emerging needs due to students entering the system, additional support allocations are
assigned by the Superintendent of Special Education
One of the guiding principles for students with special needs is to foster inclusion. Promoting independence
and participation for these pupils is a focus. All students require and have access to academic support through
the classroom teacher, and yet some require a significantly increased level of support to optimize their
outcomes. The following guidelines, listed in order of priority (high to low) are used to determine support
levels in each placement and school.
1. Physical needs
2. Safety issues
3. Behavioural needs
4. Social needs
5. Communication needs
6. Academic needs
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INDIVIDUAL EDUCATION PLANS (IEPS)
During the 2012/13 school year, Trillium Lakelands District School Board will transition to a new IEP database.
All administrators and teachers at the elementary and secondary level received training on the use of the
program. Continued emphasis will be placed during the coming school year to increase teacher ownership in
the development of the IEP. A sampling of IEP’s will be reviewed in the fall.
In October of 2007, the Ministry of Education issued a memo to school boards communicating the need to
provide appropriate programming and services to students as early as possible, rather than awaiting the IPRC
process. Since this time, the emphasis has shifted from formal assessments and Identification to providing
appropriate programming, which often means the development of an IEP to outline accommodations and
modifications specific to the student. IEPs that are developed for non-identified students meet the same
requirements as IEPs for identified students.
All students who are identified as exceptional through an IPRC must have an Individual Education Plan (IEP). As
outlined in Regulation 181 of the Education Act, this plan should contain the following information related to
the individual strengths and needs of the student:
educational expectations
modifications, strategies, resources
accommodations
evaluation of progress
long term goals
transition plans for all students with Autism
transition plans for students 14 years and older
In addition to the above, Trillium Lakelands DSB has implemented the requirements for IEP’s outlined in the
Ministry Individual Education Plan Resource Guide 2004.
MINISTRY AUDIT OF IEP’S
A sampling of IEPs for each exceptionality was generated and posted on the CODE website over the course of
the 2008-09 school year. These IEPs are to increase both parent and staff knowledge in the development of
IEPs.
One of the focuses of Board professional development is IEP writing, with emphasis on developing SMART
(Specific, Measureable, Attainable, Realistic, Time bound) Goals as well as instructional strategies that support
student learning. Through the launch of the Learning For All document teachers will be supported in using the
strengths and interests of students to develop the areas of need. The importance of communication and
consulting with parents will also be stressed.
PROCESS FOR DISPUTE RESOLUTION
If parents have concerns about the IEP, the following steps should be taken until the concern can be:
Contact the teacher and/or the resource teacher to discuss the situation;
If the situation has not been resolved, contact the Principal and request help in dealing with the
matter;
If necessary, contact the Superintendent in charge of the school involved.
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AN EXAMPLE OF T RILLIUM LAKELANDS DSB’S INDIVIDUAL EDUCATION PLAN.
The following pages contain an example of TLDSB’s IEP template – the student’s name and information are
fictitious.
Individual Education Plans, Standards for Development, Program Planning, and Implementation; Ontario
Ministry of Education; 2000
Individual Education Plan (IEP) Resource Guide 1998; Ministry of Education 2004
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PROVINCIAL AND DEMONSTRATION SCHOOLS IN ONTARIO
Provincial and Demonstration Schools in Ontario:
are operated by the Ministry of Education;
provide education for students who are deaf, blind, deaf/blind or who have severe learning
disabilities;
provide an alternative education option;
serve as regional resource centres for students who are deaf, blind, have deaf/blind or have severe
learning disabilities;
provide preschool home visiting services for students who are deaf, blind or deaf/blind;
develop and provide learning materials and media for students who are deaf, blind, or deaf/blind;
provide school Board teachers with resource services;
play a valuable role in teacher training.
TRANSPORTATION TO PROVINCIAL DEMONSTRATION SCHOOLS
Transportation to Provincial Schools is provided by Trillium Lakelands District School Board. Transportation
arrangements are developed on an individual basis. For students who need significant assistance, an
educational assistant or other caregiver may be provided to accompany the student.
PROVINCIAL SCHOOLS FOR THE BLIND AND BLIND/DEAF
W. Ross Macdonald School is located in Brantford and provides education for students who are blind, visually
impaired, or deaf/blind. The school provides:
a provincial resource centre for the visually impaired and deaf/blind;
support to local school boards through consultation and the provision of special learning materials,
such as Braille materials, audiotapes, and large-print textbooks;
professional services and guidance to ministries of education on an inter-provincial, cooperative
basis.
Programs are tailored to the needs of the individual student and:
are designed to help these students learn to live independently in a non-sheltered environment;
are delivered by specially trained teachers;
follow the Ontario curriculum developed for all students in the province;
offer a full range of courses at the secondary level;
offer courses in special subject areas such as music, broad-based technology, family studies, physical
education, and mobility training;
are individualized, to offer a comprehensive “life skills” program;
provide through home visiting for parents and families of preschool deaf/blind children to assist in
preparing these children for future education.
PROVINCIAL SCHOOLS FOR THE DEAF
The following Provincial Schools offer services for deaf and hard-of-hearing students:
Sir James Whitney School for the Deaf in Belleville (serving eastern Ontario)
Ernest C. Drury School for the Deaf in Milton (serving central and northern Ontario)
Robarts School for the Deaf in London (serving western Ontario)
Centre Jules-Leger in Ottawa (serving francophone students and families throughout Ontario)
Admission to a Provincial School is determined by the Provincial Schools Admission Committee in accordance
with the requirements set out in Regulation 296.
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These schools provide elementary and secondary school programs for deaf students from preschool level to
high school graduation. The curriculum follows the Ontario curriculum and parallels courses and programs
provided in school boards. Each student has his or her special needs met as set out in his or her Individual
Education Plan (IEP). Schools for the deaf:
provide rich and supportive bilingual/bicultural educational environments which facilitate students’
language acquisition, learning, and social development through American Sign Language (ASL) and
English;
operate primarily as day schools;
provide residential facilities five days per week for those students who do not live within reasonable
commuting distance from the school.
PROVINCIAL SCHOOL C ONTACTS
Teachers may obtain additional information from the Resource Services departments of the Provincial Schools
and the groups listed below:
Page 48 of 75
PROVINCIAL SCHOOLS BRANCH
MINISTRY OF EDUCATION
Provincial Schools Branch
255 Ontario St. South
Milton, ON L9T 2M5
Tel: (905) 878-2851
Fax: (905) 878-5405
SCHOOL FOR DEAF, BLIND AND DEAF/BLIND
Centre Jules-Leger
281 rue Lanark
Ottawa, ON
Tel: (613) 761-9300
Fax: (613) 761-9301
SCHOOLS FOR THE DEAF
The Ernest C. Drury School for the Deaf
Milton, ON L9T 2M5
Tel: (905) 878-2851
Fax: (905) 878-1354
PROVINCIAL DEMONSTRATION SCHOOLS
The Ministry of Education provides the 255
Services of four provincial Demonstration
Schools for Ontario children with severe
Learning disabilities.
These Schools Are The Following:
The Robarts School for the Deaf
1090 Highbury Ave.
London, ON N5Y 4V9
Tel: (519) 453-4400
Fax: (519) 453-7943
Amethyst School
1090 Highbury Ave.
London, ON N5Y 4V9
Tel: (519) 453-4498
Fax: (519) 453-2160
Centre Jules-Leger
281 rue Lanark
Ottawa, ON K1Z 6R8
Tel: (613) 761-9300
Fax (613) 761-9301
TTY (613) 761-9302 and 761-9304
Sir James Whitney School for the Deaf
350 Dundas St. W.
Belleville, ON K8P 1B2
Tel: (613) 967-2823
Fax: (613) 967-2857
SCHOOL FOR THE BLIND AND DEAF/BLIND
W. Ross Macdonald School
350 Brant Ave.
Brantford, ON N3T 3J9
Tel: (519) 759-0730
Fax: (519) 75904741
Sagonaska School
350 Dundas St. W.
Tel: (613) 967-2830
Fax: (905) 878-7540
Trillium School
347 Ontario Street S.
Milton, ON L9T 3X9
Tel: (905) 878-8428
Fax: (905) 878-7540
Each Provincial Demonstration School has an enrolment of forty students. The language of instruction at the
Amethyst, Sagonaska, and Trillium schools is English; at Centre Jules-Léger, instruction is in French.
Application for admission to a provincial Demonstration School is made on behalf of students by the school board,
with parental consent.
The Provincial Committee on Learning Disabilities (PCLD) determines whether a student is eligible for admission.
Although the primary responsibility to provide appropriate educational programs for students with learning
disabilities remains with school boards, the Ministry recognizes that some students require a residential school setting
for a period of time.
The Demonstration Schools were established to:
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provide special residential education programs for students between the ages of 5 and 21 years;
enhance the development of each student’s academic and social skills;
develop the abilities of the students enrolled to a level that will enable them to return to programs
operated by a local school board within two years.
In addition to providing residential schooling for students with severe learning disabilities, the Provincial
Demonstration Schools have special programs for students with severe learning disabilities in association with
attention deficit disorder / attention deficit hyperactivity disorder (ADD/ADHD). These are highly intensive, one-year
programs.
The Trillium School also operates Learning for Emotional and Academic Development (LEAD), a special program for
students with severe learning disabilities who require an additional level of social/emotional support.
Further information about the academic, residential, LEAD, LD/ADHD, and ADD/ADHD, programs is available from the
Demonstration Schools through the Special Needs Opportunity Window (SNOW) website at http://snow.utoronto.ca.
An in-service teacher education program is provided at each Demonstration School. This program is designed to
share methodologies and materials with teachers of Ontario school boards. Information about the programs offered
should be obtained from the schools themselves.
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SPECIAL EDUCATION STAFF
People in several roles support the delivery of Special Education Services in TLDSB. These roles are filled by
employees of the board, and by persons contracted to provide service in some areas.
Qualifications for special education support personnel are in accordance with recognized professional qualifications in
each area of expertise.
The deployment of special education support personnel is determined on an annual basis by the Superintendent
responsible for Special Education.
A list of special education support staff and their qualifications appears on the following pages.
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SPECIAL EDUCATION SUPPORT STAFF LIST
FTE's
ELEMENTARY
2013-2014
1.
1.1
1.2
Teachers of exceptional students withdrawal
Teachers for resource programs
Teachers for self-contained classes, (Enhanced
Resource Program)
2.
2.1
Other special education teachers
Itinerant teachers
2.2
2.3
0
0.0
2.4
3
3.1
Teacher diagnosticians
District Principal of Special Education,
Principals
Consultants
Educational assistants in special education
Educational assistants
3.2
4
4.1
4.2
Spec Ed Coordinator
Other professional resource staff
Psychologists (consulting)
Psychoeducational Consultants
0
4.3
4.4
4.5
4.6
4.7
4.8
5
5.1
Psychiatrists
Speech language pathologists
Audiologists
Occupational therapists
Physiotherapists
Student Services/Attendance Counselors
Paraprofessional resource staff
Orientation and mobility personnel
0.0
3.5 (E/S)
0.0
0.0
0.0
9.0 (E/S)
5.2
Oral interpreters brackets for deaf students
0.0
5.3
Signed interpreters for deaf students
0.0
5.4
Transcribers
0.0
5.5
Interveners
0.0
5.6
Auditory verbal therapists
0.0
STAFF QUALIFICATIONS
55.9
20.0
Minimum Special Education Part I
2.0 (E/S)
Minimum Special Education Part I in
specific area
Special Education Specialists, Principal
Qualifications
Special Education Specialist
7.0
250
0 .5 (E/S)
5.8 (E/S)
0.0
Post-secondary, related diploma,
experience working with individuals
with special-needs
Special Education Specialist
Doctorate in Psychology
Master of Arts, Psychology or bachelor
of education with applicable
experience
Doctorate in Psychiatry
Masters, Speech Language Pathology
Bachelor's degree in social sciences
with orientation/mobility needs
experience working
experience working (Educational
Assistant)
experience working with blind/low
vision students (Educational Assistant)
experience working with death/blind
students
with special-needs
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FTE's
SECONDARY
1
1.1
2013 - 2014
STAFF QUALIFICATIONS
1.2
2
2.1
Teachers of exceptional students
Teachers for resource withdrawal
programs
Teachers for self-contained classes
Other special education teachers
Itinerant teachers
2.2
Teacher diagnosticians
0.0
2.3
District Principal of Special Education,
Principals
0.0
Special Education Specialists, Principal
Qualifications
2.4
Consultants
1.0
Special Education Specialist Preferred
3
3.1
Educational assistance in special
education
Educational assistants
59
experience working with individuals with
special-needs
3.2
4
4.1
4.2
Spec Ed Coordinator
Other professional resource staff
Psychologists (consulting)
Psychoeducational Consultants
0
4.3
4.4
4.5
4.6
4.7
4.8
0.0
3.5(E/S)
0.0
0.0
0.0
9.0 (E/S)
5
5.1
Psychiatrists
Speech language pathologists
Audiologist's
Occupational therapists
Physiotherapists
Student services/Attendance
Counselors
Paraprofessional resource staff
Orientation and mobility personnel
5.2
Oral interpreters
0.0
5.3
Signed interpreters
0.0
5.4
Transcribers
0.0
5.5
Interveners
0.0
5.6
5.6 Auditory verbal therapists
0.0
10.5
18.3
2.0 (E/S)
Minimum Special Education Part I in
specific area
0 .5 (E/S)
5.0 (E/S)
0.0
Doctorate in Psychology
Master of Arts, Psychology or bachelor of
education with applicable experience
Doctorate in Psychiatry
Masters of Speech Language Pathology
Bachelor's degree in social sciences
orientation/mobility needs
experience working with deaf students
experience working with deaf students
(Educational Assistant)
experience working with blind/low vision
students (Educational Assistant)
experience working with death/blind
students
special-needs
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SERVICES PROVIDED BY SPECIAL EDUCATION STAFF
ROLE
RESPONSIBILITY
STAFF AT SCHOOL LEVEL
REGULAR PROGRAM
TEACHER
SPECIAL EDUCATION
RESOURCE TEACHERS
COLLABORATES WITH THE RESOURCE TEACHER IN THE DEVELOPMENT OF IEP’S
PROVIDES PROGRAM MODIFICATIONS AND ACCOMMODATIONS
EVALUATES STUDENT PROGRESS
PLANS AND DEVELOPS SCHOOL SPECIAL EDUCATION SUPPORTS
MODELS DIFFERENTIATED INSTRUCTION IN THE REGULAR CLASSROOM
COLLABORATES WITH THE REGULAR PROGRAM TEACHER IN THE DEVELOPMENT OF IEP’S
PROVIDES CONSULTATION TO REGULAR PROGRAM TEACHERS
DELIVERS PROGRAMS IN FLEXIBLE BLOCKS AND GROUPINGS TO STUDENTS WITH SPECIAL
NEEDS
EVALUATES STUDENT PROGRESS
SPECIAL EDUCATION
PROGRAM TEACHERS
TEACHES PROGRAM OF EXCEPTIONAL STUDENTS WHO HAVE BEEN PLACED IN THE PROGRAM
BY IPRC
COLLABORATES WITH THE RESOURCE TEACHER AND THE INTEGRATION TEACHERS IN THE
DEVELOPMENT OF THE IEP’S
PLANS AND DELIVERS SPECIAL EDUCATION PROGRAMS
COLLABORATES WITH REGULAR TEACHER FOR INTEGRATION OF STUDENTS
SPECIAL EDUCATION
HEAD (SECONDARY)
DEVELOPS SECONDARY PROGRAMS FOR STUDENTS WITH SPECIAL NEEDS
DEVELOPS IEP’S IN CONSULTATION WITH REGULAR CLASSROOM TEACHERS
PLANS INSTRUCTION WITH REGULAR PROGRAM TEACHERS
TEACHES STUDENTS WITH SPECIAL NEEDS
WORKS WITH REGULAR PROGRAM TEACHERS TO PLAN INSTRUCTION AND PROGRAM
SECONDARY SPECIAL
EDUCATION LITERACY
TEACHERS
(SECONDARY)
EDUCATIONAL
ASSISTANTS
ACCOMMODATIONS AND MODIFICATIONS
DESIGNS AND IMPLEMENTS SPECIALIZED LITERACY PROGRAMMING
PROVIDES GENERAL SUPPORT FOR STUDENTS WITH SPECIAL NEEDS UNDER THE DIRECTION
OF TEACHERS
ASSISTS STUDENTS REQUIRING INTENSIVE SUPPORT
DELIVERS TEACHER DEVELOPED PROGRAMS TO STUDENTS INDIVIDUALLY OR IN SMALL
GROUPS.
CARRIES OUT IEP STRATEGIES AS DIRECTED BY THE TEACHER
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ROLE
RESPONSIBILITY
DISTRICT AND AREA SUPPORT STAFF
SPECIAL EDUCATION
CONSULTANTS
PSYCHOLOGISTS
(CONTRACTED)
PSYCHO-EDUCATIONAL
CONSULTANTS
SPEECH LANGUAGE
PATHOLOGISTS
SYSTEM RESOURCE
TEACHERS (HEARING
IMPAIRED, VISION AND
AUTISM)
STUDENT SERVICES
ATTENDANCE
COUNSELLORS
PROVIDE LEADERSHIP IN PROFESSIONAL DEVELOPMENT
BUILD CAPACITY IN SCHOOL STAFF
ADVISE ON EDUCATIONAL ASSESSMENTS
CONSULT ABOUT STUDENT PROGRAMS
SELECT AND IMPLEMENT RESOURCES
INSURE SPECIAL EDUCATION PROCEDURES ARE FOLLOWED
OVERSEE THE IPRC PROCESS
LIAISE WITH OUTSIDE AGENCIES
CONDUCT EDUCATIONAL AND BEHAVIORAL ASSESSMENTS
INTERPRET OUTSIDE ASSESSMENTS
MAKE PROGRAM RECOMMENDATIONS
ADMINISTER EDUCATIONAL ASSESSMENTS
INTERPRET OUTSIDE ASSESSMENT INFORMATION
CONSULT ABOUT PROGRAM
SELECT AND IMPLEMENT RESOURCE
ASSESS SPEECH AND LANGUAGE
CONSULT ABOUT PROGRAMS
PROVIDE PROFESSIONAL DEVELOPMENT FOR TEACHERS
SELECT AND IMPLEMENT RESOURCES
SUPPORT AUGMENTATIVE COMMUNICATION
CONSULT REGARDING INDIVIDUAL STUDENT NEEDS IN SPECIALIZED AREAS
PROVIDE PROGRAMMING ASSISTANCE FOR INDIVIDUAL STUDENTS
ADVISE ABOUT PROGRAM DELIVERY FOR STUDENTS IN SPECIALIZED AREAS (DEAF, BLIND,
AUTISTIC)
LIAISE WITH PARENTS, AGENCIES AND COMMUNITY SERVICES
PROBLEM SOLVE REGARDING ATTENDANCE ISSUES
COUNSEL - INDIVIDUAL AND SMALL GROUP
PROVIDE SUPPORT DURING CRISIS
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STAFF DEVELOPMENT
The evolution of information regarding special education necessitates regular professional development for teachers,
administrators, and support staff.
GOALS FOR SPECIAL EDUCATION STAFF DEVELOPMENT
The goal of special education support staff development is to build capacity to optimize outcomes for students with
special needs. This is achieved by:
Supporting professional learning to foster ongoing improvement of practice
Providing staff with adequate skills and knowledge to meet the needs of special education students
Keeping staff informed of what is current with new Ministry and board initiatives
Enabling staff to maintain professional requirements
Providing adequate and up to date professional resources in special education
STAFF INPUT
Staff provide input into the staff development plan in a number of ways:
System surveys
Gap analysis of needs
Individually identified needs
Research into current “best practices” in other boards
Response to current Ministry initiatives
Consultation Advisory Forums
In order to provide responsive and effective professional development in special education, all staff are included.
PD FOCUS
Professional development opportunities are provided based on the following influencing factors:
Ministry of Education Initiatives
Feedback from Ministry staff related to reviews (IEP, equipment)
Feedback from PD sessions and meetings carried out this year
Input from Principals
Feedback from parents gathered through ongoing service delivery
Feedback related to health and safety issues
Feedback from staff surveys
TLDSB will continue to focus its professional learning opportunities for staff specific to our key purpose, the learning
of all students. Professional development will continue to address:
Autism, PPM 140
Assistive technology
Using assessment Information for learning
Using accommodations (assistance with input and output)
Developing and using modifications (changes to the learning expectations)
Positive Behaviour Supports
Individual Education Plan
Mental Health
Collaborative Problem Solving
Response to Intervention Model
Each year the Superintendent of Special Education in consultation with relevant stakeholders establishes a
professional development budget, allocating funds to support the profession learning of Educational Assistants,
Teachers, Principals, System Class Teachers and system level special education staff (Consultants, Assessment staff
and Student Services Attendance Counselors). The budget is presented to SEAC for consultation and approved by the
Board.
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EQUIPMENT
The Board purchases personalized equipment which is provided for student use at school for instructional, care and
mobility purposes. The board has a procedure that outlines in detail how to obtain individualized equipment for
students, which was reviewed in the 2010-11 school year. (TLDSB Procedure ES 5500, Personalized Special Education
Equipment). Equipment can be requested to a need supported by an assessment report from the appropriate
qualified regulated professionals. Equipment requests are considered by an intake committee comprised of central
special education staff.
The following guidelines are used to determine equipment approvals:
For equipment requests which meet SEA (Special Equipment Amount) guidelines:
The request includes a written recommendation by a qualified, regulated professional supporting the claim.
o The report must include a diagnosis of the condition that requires the essential equipment to
support the student’s needs.
o Recommendation by qualified professionals must state that it is essential for the student to have
the equipment to access the Ontario curriculum and/or alternative curriculum.
o A three month trial of equipment must occur to provide evidence of essential need
The Individual Education Plan describes how the equipment would be used for the student in the school.
No existing or similar equipment is available for the student in the system.
The equipment does not provide safety risks to the student or others.
The equipment is compatible with other board systems.
The total cost of the equipment is $800 or over.
Equipment requests under $150 are the responsibility of the school.
Equipment between $150 and $800 are the responsibility of the school board.
Approved requests are purchased through the central special education budget. An annual budget for equipment is
established.
Budget
2005
2006
2007
2008
2009
2010
2011
2012
New Equipment
$80 000
$80 000
$80 000
$200 000
$250 000
$330 000
727,050
749,910
Maintenance
$20 000
$20 000
$20 000
$17 500
$17 500
$15 000
12,000
15,000
Total SEA claims
$296,300
$328,993
$445,246
$1,191,212
$927 923
$276 000
106,979
TBD
The Ministry of Education provides grant monies to support equipment costs above $800 per student per year
through the SEA process. In order to qualify for this grant, school boards must provide an external recommendation
from a specialist in the field of disability and a copy of the invoice verifying the payment and cost of each item, and an
individual education plan that outlines how the equipment will be used with the student in the school.
It is the practice of the Ministry of Education to conduct a paper audit of the files submitted for consideration in the
SEA process in the spring of each year, prior to the transfer of funds to the school board. A random sampling of 10%
of the SEA files are reviewed by a Ministry Education Officer.
The Ministry provides a written report to the school board with recommendation regarding improvement of SEA files.
TLDSB will focus on:
refining our IEPs to reflect measureable and attainable outcomes for students
incorporating effective strategies to support students in accessing the curriculum
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streamlining the SEA process and establishing key messages to reduce timelines between equipment
recommendations and student access to equipment
The Funding Model was change for the 2010-11 school year with the ministry providing a per pupil amount to
schools boards. Due to the significant decrease in available funds significant cost saving measures were established:
Training for students, EAs and classroom teachers will be handled internally through Itinerant EA and
Consultant support
Printers will no longer be purchased for students, except in unique situations as determined through
consultation with the Special Education Technology Consultant and the Superintendent of Special Education
Wherever possible, programs of no cost to the board (Premier, Co-Writer and Dragon) will be provided to
meet the specific needs (text to speech, word prompt and speech to text) of a student rather than programs
that present a significant cost to the board (Kurzweil and word cue)
Scanners will not be purchased except in unique situations (e.g. student who requires direct access to
scanner but has a mobility disability).
Reassigned (used) Laptops and Desktops will be provided for new SEA claims or renewals for students in
grade 11 and 12.
Ongoing audits will occur to ensure technology is being used. If measures have been put in place that
encourage and support the student use but they continue to resist the usage of the technology, consultation
will occur with the parents/guardians and initiation of a “Discontinued Use of Equipment” will be explored.
A process for managing, reviewing, tracking and maintaining equipment will need to established at each
school to ensure that every effort is made to prevent loss, damage and/or theft of equipment.
When extensive equipment recommendations have been recommended, the need and ability to
accommodate the equipment will be reviewed by the Special Education Technology Consultant and
Superintendent through consultation of school staff and board professionals.
Equipment that is prescribed through professionals external to the board, where evidence or communication
of a trial is not provided, will require a trial prior to approval for purchase.
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ACCESSIBILITY OF SCHOOL BUILDINGS
Most of the facilities within Trillium Lakelands District School Board are fully accessible. This includes facilities that
were originally designed for accessibility in accordance with the building code in effect at the time of construction,
and facilities that have been modified to meet student needs. It continues to be a goal of the District that all buildings
are accessible to all students within the jurisdiction. As buildings are upgraded, the Board will continue to remain
cognizant of the students within the District and attempt, wherever possible, to enable students to attend a
neighborhood school. It is recognized that building accessibility is a factor in the placement of some students.
Improvements to the accessibility of buildings are made on an annual basis and compliance with new forthcoming
Accessibility legislation will be made.
TRANSPORTATION
Trillium Lakelands District School Board recognizes that some students with special education needs require
specialized transportation arrangements.
Students in special education programs receive transportation according to the board transportation policy (TLDSB
Policy BU 3025: Board Policy: Transportation ). In this policy there is provision for students requiring specialized
transportation arrangements due to their special needs to the local school, or due to the fact that they are
transported to a special education program in another school. Approval for the specialized arrangements is required
in writing from the Superintendent responsible for Special Education.
Students of the board who attend Care and Treatment programs receive transportation only if this has been arranged
as part of the contractual agreement with the Care and Treatment agency. Students attending Provincial
Demonstration Schools are eligible to receive transportation to these programs through the board.
Transportation subsidies are available for summer school.
STUDENTS REQUIRING ALTERNATE TRANSPORTATION A RRANGEMENTS
For some students with significant needs, it may be necessary to develop alternate transportation arrangements.
These alternate arrangements are necessary when the student requires specialized equipment, such as a wheel chair
lift, or when transportation on a regular bus would jeopardize the safety of the individual student or other students.
In these situations, the determination of the need to use alternate transportation will rest with the Superintendent of
Special Education and with the area Transportation Officer. For these situations, transportation by wheelchair bus,
van, or taxi may be used. In some situations, the assistance of an educational assistant will be approved in writing by
the Superintendent when this is necessary to ensure safety.
SAFETY GUIDELINES FOR THE SELECTION OF T RANSPORTATION PROVIDERS FOR EXCEPTIONAL STUDENTS
All buses used by the Trillium Lakelands District School Board must be certified as school buses. In addition, they
must meet all Federal and Provincial requirements including D409 Regulation.
The safety guidelines used for tendering and selection of transportation providers are established by the
transportation department under the direction of the Superintendent of Business.
Safety guidelines include:
First aid certification for drivers
Criminal background checks for drivers and chaperone staff
Semi-annual vehicle inspections by the Ministry of Transportation
Specialized equipment requirements (e.g. Wheel chair lifts and tie-downs) that meet MTO standards
Trillium Lakelands District School Board uses regular school buses, wheel chair buses, and taxis to transport these
students to and from school and to special education programs. Vehicles are fitted with appropriate equipment to
ensure safety of all students.
Page 59 of 75
THE BOARD’S SPECIAL EDUCATION ADVISORY COMMITTEE
As outlined in regulation 464/97 of the Education Act, Trillium Lakelands District School Board has a Special Education
Advisory Committee which advises the Board on any matter affecting the establishment and development of special
education programs and services in respect of exceptional pupils of the Board. Members are appointed to SEAC by
Board motion in accordance with this regulation.
ROLES AND RESPONSIBILITIES
A Special Education Advisory Committee of a Board may make recommendations to the Board in respect of any
matter affecting the establishment, development and delivery of special education programs and services for
exceptional pupils of the Board.
Before making a decision on a recommendation of the committee, the Board shall provide an opportunity for the
committee to be heard by the Board and before any other committee of the Board to which the recommendation is
referred.
The Board shall ensure that its Special Education Advisory Committee is provided with the opportunity to participate
in the Board’s annual review, under Regulation 306 of the Revised Regulations of Ontario 1990, of its special
education plan.
The Board shall ensure that its Special Education Advisory Committee is provided with the opportunity to participate
in the Board’s annual budget process under Section 231 of the Act, as that process relates to special education.
The Board shall ensure that its Special Education Advisory Committee is provided with the opportunity to review the
financial statements of the Board, prepared under Section 252 of the Act, as those statements relate to special
education.
Board Procedure ES 5560 Special Education Advisory Committee gives further details about SEAC membership and
responsibilities.
SEAC regularly participates in information, consultation, and discussion of the following areas:
Regulation 464 (SEAC) review of requirements
Ontarians with Disabilities Act information
Annual review of Special Education Plan
Review of Special Education Services
Special Education budget input
Special education staffing and range of placements
Review of board financial statements
Association News
Special Presentations:
MEETING TIMES, PLACES, F ORMAT AND OPEN TO PUBLIC
Specific meeting times, dates, and locations will be determined by the committee in September in accordance with
the Regulation governing SEAC. These meetings are open to the public and have been held the first Tuesday of the
month, September through June either through video conferencing or at sites designated within the board.
For further information or to confirm meeting times and locations please contact the office of Superintendent of
Special Education at TLDSB Education Centre
NOMINATION PROCESS
Individuals are nominated for membership on SEAC as outlined in Regulation 464/97. The Board will endeavour to
contact local associations and advertise through the media to obtain nominations for the committee. Guidelines for
final membership composition will include geographic and exceptionality representation.
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MEMBERS CONTACT INFORMATION
The SEAC membership list is updated annually or as necessitated by changes. A current list of SEAC members and
associations they represent is shown on the next page.
INPUT TO THE SEAC C OMMITTEE
Parents and other members of the public can give input to the SEAC committee. Correspondence to the committee
can be addressed to:
THE TRILLIUM LAKELANDS DSB SPECIAL EDUCATION ADVISORY COMMITTEE
c/o the Lindsay Education Centre
300 County Rd. # 36
Lindsay, Ontario K9V 4S4.
Telephone contacts to the committee can be directed to the Education Centre Executive Assistant to the
Superintendent responsible for Special Education in the Lindsay office or in the Bracebridge Education Centre.
Additional Resources:
The SEAC Handbook for Members of Special Education Advisory Committee, the Provincial Parent Association Advisory Committees 1995. Produced
by the Provincial Advisory Committee on SEAC (Available from Program Services)
The Education Act, Regulation 464/97
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SPECIAL EDUCATION ADVISORY COMMITTEE MEMBERS LIST 2013-2014
NAME
PHONE
E-MAIL
Community Representatives
AFFILIATION
Andrea Brown
(CHAIR)
645-7478
[email protected]
Community Representative
Peter Smith
754-0128
[email protected]
Community Representative
Pippa Stephenson
878-5623
[email protected]
Community representative
Alex Armstrong
687-3861
[email protected]
Community Living South Muskoka
Janice Balfour
324-2596
[email protected]
LDAO Peterborough
Darlene Callan
324-1922
[email protected]
Five Counties Children’s Centre
Leslie Kuzmyk
687-0867
[email protected]
Tourette Syndrome Foundation
Canada – Muskoka Chapter
Keith Langston
789-8002
home
[email protected]
Community Living Huntsville
Association Members
Trustees
John Byrne
454-2579
[email protected]
Trustee
Louise Clodd
769-2242
[email protected]
Trustee
Jen Andreasen
645-8704
ext. 21373
645-8704
[email protected]
Executive Assistant
[email protected]
Manager of Mental Health Services
324-6776
ext. 22146
[email protected]
Superintendent of Special Education
Staff Support
Deborah Warring
Shelley Woon
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of
COORDINATION OF SERVICES WITH OTHER MINISTRIES OR AGENCIES
The transition of students with special needs into and from board programs requires advance planning,
communication, and coordination.
The Superintendent of Special Education is responsible for overseeing these transition processes. School and central
special education staff work together with parents and community agencies to ensure a successful transition.
For all of the areas described below, parent permission for release of information and/or assessment is obtained
before any information is shared between the school board and other services.
TRANSITION FROM PRESCHOOL PROGRAMS
Each spring the central special education staff plan for the entry of students into the system for the following
September. Information is gathered from kindergarten registration, community agencies, and provincial schools.
Following this information gathering, individual case conferences are arranged with parents and school personnel to
plan in detail for students with significant needs. A plan for staff support and / or specialized programming or
equipment, if required, is developed. Communication with parents happens throughout this process.
TRANSITION FROM PROGRAMS FOR SCHOOL AGE STUDENTS
Throughout the year, students enter and exit the system from other educational settings. This includes students
from:
One school to another within our district
Other school boards
Care and treatment programs
Provincial schools
In these situations, it is recommended that the planning process start as early as possible to ensure adequate
resources are available to support individual students. For students with special education needs entering the
system, the school will determine the level of need through information gathered in the registration process or
through parent contacts.
If the principal determines that the student has significant needs and may need additional support beyond the
classroom teacher and resource teacher, a referral is made to the area special education consultant, who does a
review of student needs. This review involves review of assessment and other written information available, contact
with previous school, and parent interview. A home visit or student observation may also take place in this case.
Following this review, a recommendation is made to the Superintendent of Special Education. This recommendation
may include that additional educational assistant support be made available to the school, referral to IPRC for special
program placement, or entry into another school in the board. In order to arrange for additional services that may be
required for a student, the entry of a student may be delayed until staff and other supports can be in place. This
process is necessary to ensure student safety and success.
TRANSITION FROM TLDSB TO OTHER PROGRAMS
For students leaving the board, due to relocation or graduation, contact is made with the receiving educational
setting and information is shared. The OSR is sent to the new school (if applicable) as soon as the student has
registered and the OSR request has been made. Assessment and other information can also be sent to the school
earlier provided parent/student (if applicable) consent to do so, has been obtained. For identified students, as
outlined in the provincial Individual Education Plan standards, transition plans are developed for specific students 14
years of age or older. The IEP template found in Appendix D contains the transition plan.
ASSESSMENT INFORMATION
Assessment information available for students who come into the system from other jurisdictions or programs is
accepted for use in the board provided it meets the standards of assessment required in this board (See Section 6,
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Educational and Other Assessments). For students needing additional assessment, the procedures outlined in the
assessment section are followed. Assessment timelines are as outlined in this section as well.
SUBMISSION AND AVAILABILITY OF BOARD PLAN
The Trillium Lakelands DSB Special Education Plan is available to the public. The public is informed about the
availability of this plan through:
The TLDSB Website www.tldsb.on.ca
School Newsletters
Special Education Advisory Committee
Trillium Lakelands DSB Parent Guide to Special Education
The plan is submitted to the Ministry when required or requested per yearly Ministry of Education directives with the
documentation required in the Special Education Standards document.
APPENDICES
PARENT GUIDE TO SPECIAL EDUCATION
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PARENTS’ GUIDE TO SPECIAL EDUCATION (REVISED MAY 2005)
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 parents’ guide 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. If, after reading this guide, you require more information,
please see the board contact list at the end of the document.
Note: If you wish to receive this guide in a Braille, a large print or an audio cassette format, please contact
the board at the address or telephone number shown on the last page of this guide
What is an IPRC?
Regulation 181/98 requires that all school boards set up IPRCs. An IPRC is composed of at least three
persons, one of whom must be a principal or supervisory officer of the Board.
Central Committees meet regularly in each of the three education centres within the District. If you require
further information please contact any of these offices or your child’s school principal.
What is the role of the IPRC?
The IPRC will:


decide whether or not your child should be identified as exceptional;
identify the area(s) of your child’s exceptionality per Ministry of Education categories (see
Appendix A attached) :
1. Behaviour
2. Communication
3. Intellectual
4. Physical
5. Multiple



identify strengths and needs;
decide an appropriate placement for your child (see Special Education Programs and Services
section);
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, 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.
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; and
 includes a plan (called an Individual Education Plan or IEP) containing specific objectives and an
outline of special education services that meet the needs of the exceptional pupil.
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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 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 how your child’s progress will be reviewed; and
 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 initial IEP must be completed within 30 days after your child has been placed in the program, and
annually thereafter. The principal must ensure that you receive a copy of it.
How is an IPRC meeting requested?
The principal of your child’s school:
must request an IPRC meeting for your child, upon receiving your written request;
may, with written notice to you, refer your child to an IPRC when school personnel believe that your
child may benefit from a special education program.
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 attend the IPRC meeting?
Regulation 181/98 entitles parents and pupils 16 years of age or older:


to be present at and participate in all committee discussions about your child; and
to be present when the committee’s identification and placement decision is made.
Who else may attend an IPRC meeting?




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;
your representative—that is, a person who may support you or speak on behalf of you or your child;
and
an interpreter, if one is required. (You can request the services of an interpreter through the principal
of your child’s school, e.g., sign language.)
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.
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What information will parents receive about the IPRC meeting?
At least 10 days before the meeting, the chair of the IPRC will provide you with a written 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 you will attend.
What if parents are unable to make the scheduled meeting?
If you are unable to make the scheduled meeting, you may:


contact the school principal to arrange a possible alternative date or time; or
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 regarding identification, placement and programming.
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 other assessment information as required in order to make a correct identification or
placement decision;
 interview your child, with your consent if your child is less than 16 years of age, if they feel it would
be useful to do so; and
 consider any information that you submit about your child or that your child submits if he or she is 16
years of age 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, 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 self-contained program it must
consider whether placement in a regular class with appropriate special education services will:


meet your child’s needs; and
be consistent with your preferences.
If the committee decides that your child should be placed in a special education self-contained program, 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:
 whether the IPRC has identified your child as exceptional;
 where the IPRC has identified your child as exceptional,
Page 67 of 75
-

the categories and definitions of any exceptionalities identified, as they are defined by the
Ministry of Education ;
- the IPRC’s description of your child’s strengths and needs;
- the IPRC’s placement decision; and
- 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 self-contained
program, the reasons for that decision.
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 sent 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, an Individual Education Plan (IEP) will be developed.
Once a child has been placed in a special education program, can the placement be reviewed?
A review IPRC meeting will be held annually, unless the principal of the school at which the special
education program is being provided receives written notice from you, the parent, dispensing with the
annual review.
You may request a review IPRC meeting any time after your child has been in a special education program
for 3 months.
What does a review IPRC consider and decide?
The review IPRC considers the same type of information that was originally considered.
You will be advised of the review and invited to attend. The IPRC conducting the review will consider the
progress your child has made in relation to the IEP. The IPRC will review the placement and identification
decisions and decide whether they should be continued or whether a different decision should be made.
What can parents do if they wish to appeal the IPRC decision?
If you do not agree with either the identification or placement decision made by the IPRC, you may:
 make a written request within 15 days of receipt of the decision, requesting that the IPRC hold a
second meeting to discuss your concerns; or
 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 intention to appeal the decision to the
Secretary of the Board.
 This notice of appeal must:
- 1. indicate the decision with which you disagree; and
- 2. 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 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/she has been selected (unless parents and board both provide written
consent to a later date).
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





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 and your child, if he/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:
o agree with the IPRC and recommend that the decision be implemented; or
o disagree with the IPRC and make a recommendation to the board about your child’s
identification, placement or both.
The appeal board will report its recommendations in writing, to you and to the school board,
providing the reasons for its recommendations.
Within 30 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 may appeal to a Special Education Tribunal.
What special education programs and services does the board provide?
Placement options are:





Regular Class with Indirect Support
Regular Class with Resource Assistance
Regular Class with Withdrawal Assistance
Special education program with Partial integration
Special education program with Full-time integration
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What organizations are available to assist parents?
Many parent organizations are available to provide information and support to parents of exceptional
children.
ORGANIZATIONS include:
Allergy/Asthma Information Association .................................................................................. 800-611-701
Arthritis Society ............................................................................................................. 800 321-1433
Association for Bright Children ................................................................................... www.abcontario.ca
Assoc. for Neurologically Disabled ............................................................................. 800-561-1497
Asthma Society of Canada ............................................................................................ 866-787-4050
Autism Society of Ontario ............................................................................................ 416-246-9592
Big Bros. & Big Sisters Kawartha Lakes Haliburton .................................................. 705 324-6800
Big Bros. & Big Sisters Muskoka ................................................................................... 705 644-9914
Canadian Cancer Society .............................................................................................. 800-268-8874
Canadian Cystic Fibrosis Foundation ......................................................................... 800 378-2233
Canadian Diabetes Association ................................................................................... 705 878-0131
Canadian Hearing Society ............................................................................................ 877 347-3427
Canadian Hemophilia Society ..................................................................................... 888 838-8846
Canadian Mental Health Association ......................................................................... 800-875-6313
Canadian National Institute For The Blind ................................................................. 800 563-2642
Kawartha Haliburton Children’s Aid Society ............................................................ 800 661-2843
Family Youth and Child Services of Muskoka ........................................................... 800 680-4426
Children Services Council ............................................................................................ 705-328-3606
Crohns & Colitis Foundation ....................................................................................... 800 387-1479
Easter Seal Society ......................................................................................................... 800 668-6252
Epilepsy Association of Ontario .................................................................................. 800 463-1119
Five Counties Children’s Centre .................................................................................. 888 706-4734
Haliburton County Assoc. for Community Living ................................................... 705 457-2626
Huntsville Assoc. for Community Living .................................................................. 705 789-4543
Kidney Foundation ........................................................................................................ 800 347-4474
Learning Disabilities Assoc. of Ont ............................................................................. 416 929-4311
Lindsay Boys’ and Girls’ Club ..................................................................................... 705 324-4493
Muscular Dystrophy Association ................................................................................ 800 567-2873
Ontario Association for Families of Children
with Communication Disabilities ................................................................................. 519 290-1763
Ont. Federation for Cerebral Palsy .............................................................................. 416 244-9686
Ont. Parader-Willi Syndrome Assoc ........................................................................... 416 481-8657
Ontario Heart & Stroke Foundation ............................................................................ 416 489-7111
Community Living South Muskoka ............................................................................ 705 645-5494
Spina Bifida & Hydro-Cephalus Association ............................................................ 800 387-1575
Tourette Syndrome Foundation of Canada ............................................................... 800 361 3120
Community Living Kawartha Lakes ........................................................................... 705 328-0464
Page 70 of 75
What are the Ministry’s provincial demonstration schools?
The Ministry operates provincial and demonstration schools throughout Ontario for deaf, blind, deaf-blind,
and severely learning-disabled students, as well as those with attention deficit hyperactivity disorder
(ADHD). Residential programs are offered at the schools Monday to Friday for students who live too far
from school to travel daily.
DEMONSTRATION SCHOOLS FOR ENGLISH-SPEAKING STUDENTS WITH ADHD AND SEVERE
LEARNING DISABILITIES:
*Sagonaska School
350 Dundas Street West
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:
*Sir James Whitney School
350 Dundas Street West
Phone and Fax: (613) 967-2823
*Ernest C. Drury School
255 Ontario Street South
Milton, ON L9T 2M5
Phone: (905) 878-2851
Fax: (905) 878-7195
*Robarts School
1090 Highbury Ave.
P.O. Box 7360, Station E
London, ON N5Y 4V9
Phone: (519) 453-4400
SCHOOL FOR THE BLIND AND DEAF/BLIND:
*W. Ross Macdonald School
350 Brant Avenue
Page 71 of 75
Brantford, ON N3T 3J9
Phone: (519) 759-0730
FRANCOPHONE SCHOOL FOR THE DEAF AND FOR THOSE WITH LEARNING DISABILITIES:
*Centre Jules-Leger
281 rue Lanark
Ottawa, ON K1Z 6R8
Phone: (613) 761-9300
Fax: (613) 761-9302 and 9304
Where can parents obtain additional information?
Additional information can be obtained from the school principal or the special education consultants.
TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD
Corporate Office/Lindsay Education Centre
300 County Rd. 36, Box 420. Lindsay, ON K9V 4S4
(705) 324-6776 fax (705) 328-2036
Bracebridge Education Centre
76 Pine St Bracebridge, ON P1L 1N4
(705) 645-8704 fax (705) 645-8452
Page 72 of 75
APPENDIX A (APPENDIX TO PARENT GUIDE)
CATEGORIES OF EXCEPTIONALITIES AND DEFINITIONS
1. BEHAVIOUR
A learning disorder characterized by specific behaviour problems over such a period of time, and to
such a marked degree, and of such a nature, as to adversely affect educational performance, and that
may be accompanied by one or more of the following:
a)
b)
c)
d)
e)
an inability to build or to maintain interpersonal relationships;
excessive fears or anxieties;
a tendency to compulsive reaction; or
an inability to learn that cannot be traced to intellectual, sensory, or other health factors,
or any combination thereof.
2. COMMUNICATION
Autism
A severe learning disorder that is characterized by:
a) disturbances in:
- rate of educational development;
- ability to relate to the environment;
- mobility
- perception, speech and language
b) lack of representational symbolic behaviour that precedes language.
Deaf and Hard-of Hearing
An impairment characterized by deficits in language and speech development because of a diminished
or non-existent auditory response to sound.
Language Impairment
A learning disorder characterized by an impairment in comprehension and/or use of verbal
communication or the written or other symbol system of communication, which may be associated with
neurological, psychological, physical, or sensory factors, and which may:
a) involve one or more of the form, content, and function of language in communication; and
b) include one or more of the following:
- language delay;
- dysfluency;
- voice and articulation development, which may or may not be organically or
functionally based.
Speech Impairment
A disorder in language formulation that may be associated with neurological, psychological, physical, or
sensory factors; that involves perceptual motor aspects of transmitting oral messages; and that may be
characterized by impairment in articulation, rhythm, and stress.
Learning Disability
Page 73 of 75
A learning disorder evident in both academic and social situations that involves one or more of the
processes necessary for the proper use of spoken language or the symbols of communication, and that is
characterized by a condition that:
a) is not primarily the result of:
-
impairment of vision;
impairment of hearing;
physical disability;
developmental disability;
primary emotional disturbance;
cultural differences; and
b) results in a significant discrepancy between academic achievement and assessed intellectual
ability, with deficits in one or more of the following:
c)
receptive language (listening, reading);
language processing (thinking, conceptualizing, integrating);
expressive language (talking, spelling, writing);
mathematical computations.
may be associated with one or more conditions diagnosed as:
-
a perceptual handicap;
a brain injury;
minimal brain dysfunction;
dyslexia
developmental aphasia.
3. INTELLECTUAL
Giftedness
An unusually advanced degree of general intellectual ability that requires differentiated learning
experiences of a depth and breadth beyond those normally provided in the regular school program to
satisfy the level of educational potential indicated.
Mild Intellectual Disability
Characterized by:
a learning style that profits from a hands-on, concrete and applied approach
a slower-paced and practical approach to academic subjects
an expectation of successful independent living
a potential for meaningful and significant contributions to family and society
Developmental Disability
A learning disorder characterized by:
significantly slower pace of development and learning
complex and multiple needs requiring modified and alternative programming
significant areas of need may include communication, basic living skills, social interaction and
adjustment, impulse control and behaviour, and functional academics
4. PHYSICAL
Page 74 of 75
Physical Disability
A condition of such severe physical limitation or deficiency as to require special assistance in learning
situations to provide the opportunity for educational achievement equivalent to that of pupils without
exceptionalities who are of the same age or developmental level.
Blind and Low Vision
A condition of partial or total impairment of sight or vision that, even with correction, affects
educational performance adversely.
5. MULTIPLE
Multiple Exceptionalities
A combination of learning or other disorders, impairments, or physical disabilities, that is of such nature
as to require, for educational achievement, the services of one or more teachers holding qualifications in
special education and the provision of support services appropriate for such disorders, impairments, or
disabilities.
Source of Information: Ministry of Education memo dated January 15, 1999
Page 75 of 75

Revisions and Updates Current for 2013

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