SPECIAL EDUCATION POLICY AND PROGRAMS OVERVIEW October, 2006

1. Ministry of Education SPECIAL EDUCATION POLICY AND PROGRAMS OVERVIEW October, 2006

2. Special Education Demographics • In the 2004/05 school boards reported: • 13.65% of the total student population was receiving special education programs and services. • 8.96% was identified “exceptional” by an Identification, Placement and Review Committee (IPRC) and 4.70% was not formally identified as exceptional. • 100,872 (7.08%) elementary and 89,400 (12.87%) secondary students were formally identified as exceptional by an IPRC. • 78,343 (5.49%) elementary and 21,390 (3.06%) secondary students were not formally identified as exceptional, but were reported to be receiving special education programs and services. • Approximately 82% of students receiving special education are placed in regular classrooms.

3. Current Ministry of Education Strategic Directions Goals: • High levels of student achievement: - literacy and numeracy initiatives – 75% target by 2008 - student success/learning to age 18 strategy – 85% graduation target by 2010 • Reduced gaps in student achievement • Increased public confidence and support for public education Activities: • Identifying and supporting effective teaching, learning and assessment practices • Identifying and supporting effective gap-reducing practices • Engaging students, families and communities in building a supportive learning environment • Increasing system effectiveness, efficiency, transparency and responsiveness

4. Strategic Goals for Special Education • Improved outcomes for range of students receiving special education. • Programming that is linked to the Ontario Curriculum and the Provincial Report Card. • Increased capacity of schools to effectively meet the needs of a wide range of learners in regular classrooms • Cooperative connections between schools and families of children facing learning challenges; promoting a positive environment • Improved balance between a focus on teaching and learning, and the need for appropriate process, documentation and accountability

5. Focus on Administrative Process Focus on Student Learning and Assessing Progress Focus on Compliance • Focus on Accountability • for Results Model of Reaction Model of Prevention • Focus on Access to • Special Education Focus on Access to Education Increasing Emphasis on Research-Based Instructional Practices What will be different? Changing Paradigms in Special Education

6. Ministry Response to Working Table Recommendations – June 2006

7. What Will Be Different? • Reduced waiting time for programs and services where the labelling process is used as barrier. (Streamlined IPRC) • Less time spent by schools on paper work and meetings. More time on assessing needs and developing appropriate programming. (Streamlined IPRC) • Reduced waiting times for student assessments and enhanced teacher capacity to provide effective programs for students. (Ontario Psychological Association Assessment Project) • Measurable performance indicators for schools to monitor student achievement. (IEP) • Aggregate student performance data to inform school boards’ programming decisions. (IEP) • Clearer information for parents on student outcomes and related programs/services. (IEP) • Public reporting by school boards on target setting and results regarding improved student achievement. (School Board Improvement Plans) • Access for parents to informal dispute resolution processes at the school/school board level to resolve disagreements regarding programs and services. (Informal Dispute Resolution/Mediation) • Fewer complaints made by parents to the courts and Ontario Human Rights Commission. (Informal Dispute Resolution/Mediation) • Better evidence-based information for school/school boards on effective practices. (Autism Reference Group, CODE Special Education Projects, and Geneva Centre for Autism Project) • Better information for the Ministry and school boards on decision making practices that relate to program delivery and funding allocations. (Review/Audit) • Discontinuation of Net New Needs Claims Process to generate the High Needs Amount of the Special Education Grant. (GSN Announcement) • Conversion of current SIP Funding Model to SIP Plus process. (GSN Announcement)

8. CODESpecial Education Projects • Support the implementation of Education of All. • Council of Ontario Directors of Education (CODE) received $25M from the Ministry of Education to support school board innovative projects in 2005/06 that improve instruction and assessment practices for a diverse range of learners, particularly in the areas of numeracy and literacy. • 85 projects addressed areas such as early identification and intervention, instructional strategies, curriculum-based assessment, progress reporting based on measurable achievement, Universal Design, differentiated instruction, effective professional learning communities, web-based instruction and assistive technology. • For 2006/07 CODE has been provided with an additional $25M to support professional development that enhances the capacity of teachers and others to effectively improve outcomes for students with special education needs.

9. Other Special Education Funded Projects • $20M for the Ontario Psychological Association (OPA) to work with school boards to reduce waiting times for students (K-4) requiring assessments and to enhance the capacity of teachers to provide effective programs for students. • $5M for the Geneva Centre for Autism to deliver training for teacher assistants working with students who have Autism Spectrum Disorder.