Special Education What Parents Need to Know

1. Special Education What Parents Need to Know Wendy Roberts– Vice-Principal, Special Education Area A and B January 12, 2016- TDSB Ward 3 Council Meeting Trustee Pamela Gough Toronto District School Board

2. WELCOME Agenda SEAC The Special Education Plan Types of Exceptionalities In-school Support Team(IST) and School Support Team(SST) Individual Education Plans (IEP) • Accommodations vs. Modifications The Identification, Placement and Review Process (IPRC)

3. SEAC = Special Education Advisory Committee Information accessible through public TDSB website @ www.tdsb.on.ca and follow the links Click on any of the Education Panels: Early Years, Elementary or High School Click on Special Education and this will lead to SEAC Home Page SEAC

4. An advisory committee legislated by the Ministry of Education Appointed by the Board of Education, to assist the board in understanding the special needs of exceptional children and youth Advises the board in matters that apply to the delivery of special education services and programs SEAC holds monthly meetings in the Boardroom at 5050 Yonge Street, from 7:00 to 9:00 pm. For more about SEAC, visit SEAC FAQ page through TDSB website. SEAC :

5. Each school board is required to maintain a Special Education Plan Outlines the direction for special education services in the TDSB Reviewed annually, amended from time to time to meet the current needs of the TDSB’s exceptional pupils and any amendment(s) are submitted to the Ministry for review each year. (Regulation 306 – amended) Available at tdsb.on.caon the public website Click on any of the Panels: Early Years, Elementary or High School and follow link to Special Education The Special Education Plan

6. Encompasses a student-focused vision Recognizes the unique characteristics and linguistic, cultural, and racial diversity of Toronto schools and communities Outlines Special Education resources and services directed to schools to provide challenging, enriching learning opportunities for students with a wide range of abilities and learning needs. Special Education Plan

7. Behaviour 2. Communication (Learning Disability, Autism, Deaf and Hard of Hearing, Speech Impairment, Language Impairment) 3. Intellectual (Giftedness, Mild Intellectual Disability, Developmental Disability) 4. Physical (Blind and Low Vision, Physical Disability) 4 Types of Exceptionalities

8. Ministry of Education Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (2013)

9. Learning for All: Our Shared Beliefs All students can succeed Each student has his or her own unique patterns of learning – strengths, needs and patterns of readiness Successful instructional practices are founded on evidence-based research tempered by experience Teachers assume ownership of all students in their classes Special education is not a destination

10. Three Effective Approaches Instruction that both responds to the characteristics of a diverse group of students and is precisely tailored to the unique strengths and needs of each student can be achieved using the principles and guidelines associated with three instructional approaches: Universal Design for Learning (UDL), Differentiated instruction, and The Tiered approach to prevention and intervention.

12. “Every school must have a procedure in place to identify the level of development, learning abilities and needs of every child to ensure educational programs are designed to accommodate those needs and to facilitate the child’s growth and development.”

13. The In School Support Team (IST) School Support Team (SST) IST and SST Processes

14. Incorporated in the Plan is the IST (In-School Support Team/SST (School Support Team) process: • Through this process a “tiered approach” is applied • Offers an opportunity for open discussion in the local school of a student’s strengths and needs in order to collaboratively develop, review, monitor, and evaluate coordinated action plans • Provides a consistent process to address the needs of our students TDSB Special Education Plan

15. Tiered Approach For a FEW students who require Intensive Support Assessment and Instructional approaches for SOME students Assessment and Instructional approaches for ALL students

16. The student experiences challenges (e.g., learning, social/emotional, attendance) Teacher and parent communicate to discuss concerns Secondary student (or parent of secondary student) may connect with Special Education or Guidance to discuss concerns Administrator may communicate with parent How Does The Process Begin?

17. Teacher: Uses a variety of strategies in the classroom Confers with colleagues and In-School Special Education staff Communicates with parents May refer to the In-school Support Team (IST) How Does The Process Begin?

18. At an IST, school based staff (teacher, administration, special education teacher(s), support staff, student success team) meet to: present and analyze student’s strengths and needs problem solve share in-school expertise make decisions regarding next steps, which may include initiating an IEP document recommendations and follow-up on Individual Learning Plan (ILP) The majority of student needs can be met in the local school with the use of universal design for learning, a tiered approach and differentiated instruction parental permission in notrequired as only in-school staff participate Role of an In-school Support Team (IST)

19. Once school staff have exhausted all of the strategies the IST has recommended they may seek further support from TDSB support staff, community agencies, and/or other professionals. Student is referred to a School Support Team. IST SST

20. Present and analyze student’s strengths and needs Consider a range of interventions and supports Assign staff responsibilities and set time lines Monitor recommended interventions Document recommendations and follow-up on Individual Learning Plan (ILP) Role of a School Support Team (SST)

21. Role of a School Support Team (SST) • May recommend development of IEPs for some students • May recommend a referral to Professional Support Services (e.g., Psychology, Social Work, Speech and Language) or CCAC (Community Care Access Centre • May recommend external community agency involvement • May recommend referral to Identification Placement and Review Committee (IPRC)

22. Multidisciplinary team consisting of: School staff – teacher, principal, special education teacher, guidance, Secondary- Student Success teacher, Focus on Success teacher, Guidance teacher Special Education Department – Consultant or Coordinator Professional Support Services – Psychologist, OT/PT, Social Worker/Attendance Counsellor, Speech and Language Pathologist, Child and Youth Services (secondary) Parentsare invited and encouraged to attend and may bring someone with them Other agencies or school staff may attend as invited Members of School Support Team (SST)

23. To comply with the Personal Health Information and Protection Act (PHIPA) and the Municipal Freedom of Information and Protection and Privacy Act a parent/guardian or student over 16 must give written or documented oral permission to discuss a student’s need with a member of Professional Support Services who is in attendance. Parent Permission for Professional Support Services

24. Yes / No - I give permission for my child to be discussed at the SST meeting Yes / No- I give permission for Professional Support Services staff to read my child’s Ontario School Record (OSR) Yes / No- I will attend the SST meeting Parent Invitation to SST Circle

25. The IST/SST process may stop at any point when the interventions implemented have met the student’s needs and an IEP has not been initiated An IEP may be initiated, developed, implemented and monitored on a regular basis Outcomes of IST/SST Process

27. A written plan describing the special education program and/or services provided to students who: Are experiencing significant difficulty meeting the curriculum expectations for their grade level Are unable to access the Provincial Curriculum Have social/emotional needs interfering with their learning INDIVIDUAL EDUCATION PLAN - IEP

28. IEPs are required for students deemed exceptional IEPs may be developed for students who are not exceptional but who require a special education program/service IST or SST determines need for non-exceptional students The principal is responsible for the implementation of the IEP. While we strive to have open communication and collaboration to support the development of the IEP, parental permission is not a requirement. THE IEP - REGULATION 181/98

29. IST or SST recommendation Parent and student consultation Developed collaboratively by parent, student, teachers, principal, special education staff, professional support services personnel, community agency staff, as appropriate DEVELOPMENT OF THE IEP

30. One teacher coordinates the development of the IEP for the team Working document - to be updated as student’s needs and strengths change Completion within 30 school days of placement in a program DEVELOPMENT OF THE IEP (continued)

31. A specific road map, tailored to your child’s academic, and social/emotional strengths and needs. This includes: Assessment data and findings Areas of strength and need Program goals Current level(s) of achievement Program exemptions and substitutions Program accommodations or modifications or alternative curriculum CONTENTS OF THE IEP

32. Accommodations vs Modifications The IEP

33. Teaching strategies, supports and/or services required for the student to accessthe curriculum and demonstrate learning the provincial learning expectations for the grade level are not altered IEP box is not checked on the Provincial Progress Report and Provincial Report Card ACCOMMODATIONS

34. Instructional Accommodations – adjustments in teaching strategies required to enable the student to learn and progress through the curriculum EnvironmentalAccommodations- changes or supports in the physical environment of the classroom or the school Assessment Accommodations– adjustments in assessment activities and methods to enable the student to demonstrate learning

35. Changes made to the subject or course to meet student needs include: • Expectations from a different grade level • Significant changes (increase or decrease) to the number and/or complexity of the learning expectations Where the program is modified, IEP box must be checked on the Provincial Progress Report and Report Card and include the appropriate statement: “This letter grade/percentage mark is based on achievement of the expectations in the IEP, that vary from the Grade __ expectations ...” MODIFICATIONS

36. Developed to help students acquire knowledge and skills not represented in the Ontario curriculum, (e.g., social skills, orientation/mobility training, motor skills) For most students, these would be in addition to modified or regular grade-level expectations from the Ontario curriculum For students with Mild or Developmental Disabilities, these would represent an alternative curriculum (e.g., Functional Academics, Activities of Daily Living, Communication) ALTERNATIVE EXPECTATIONS

37. PPM 156 – All students with an IEP, whether or not they have been identified as exceptional by an IPRC will have a Transition Plan developed If the student has no particular need of support during transitions, the plan should state that no actions are required Transition Plan

38. transition goals action required to achieve the goals roles and responsibilities timelines for implementation and/or completion of each identified actions The Transition Plan will include

39. Transitions may be written to support: Education – School Entry Education – Transition within the school (programs/subjects/grades/schools) Education – Post Secondary Community – Recreation/Leisure Managing in the Community – (TTC training, life skills, training beyond school Community – Links to resources (agencies, services, funding, respite) TRANSITION PLAN (continued)

40. Participate in the consultation process Provide up-to-date information Share knowledge and insights about their child’s strengths, needs, talents and interests Reinforce child’s learning by providing practice time at home Maintain open communication with school staff IEP - PARENT ROLE

41. The decision to develop an IEP rests with the school for non-exceptional students. An IEP is a requirement for students with an exceptionality. It is a professional obligation to address the learning needs of all students. An IEP may include things you do not want and may not include things you do want. It is important to ask questions to understand the school’s perspective IEP - COMMUNICATION

42. Student progress is based on the independentdemonstration of learning, given the provision of appropriate assessment accommodations Student progress must be recorded on the Provincial Progress Report and Provincial Report Card IEP is reviewed and updated at each reporting period EVALUATION & REPORTING TO PARENTS

43. I Identification P Placement R Review C Committee IPRC - Regulation 181/98

44. Original Annual Review – every year a student’s exceptionality and placement are reviewed by the school. Parent may request a review at any time after a placement has been in effect for 3 months. Types of IPRCs

45. The IPRC committee is comprised of at least 3 people: Principal or Supervisory Officer Special Education Coordinator Representative from Psychological Services IPRC Membership – Original

46. The IPRC committee is comprised of at least 3 people: Principal or Supervisory Officer Special Education Coordinator or Consultant Special Education Teacher The annual review is usually held at your child’s school. IPRC Membership – Annual Review

47. To determine if a student is exceptional as defined by the Ministry of Education and the TDSB. To determine the appropriate placement. The Role of the IPRC Special Education Class Regular Class

48. 1. The school principal makes a referral through SST. Parents are notified the referral has been made and the approximate timelines 2. Parents make a written request to the principal. Principal responds in writing to parent within 15 days of the written request How is an IPRC Initiated?

49. 10 days prior to IPRC date, you will receive written notice of meeting date/time/location, a copy of the IPRC referral package will be shared with parent(s)/guardian(s) at this time Who attends the meeting? • Parent(s)/Guardian(s) • Student, where appropriate • Parent/family support • School staff (principal/vice-principal, teacher, other staff as appropriate) • An interpreter, when required Attendance at IPRC

50. Introductions Purpose of meeting (make a decision: Exceptionality and Placement for student) Profile of the student is shared (strengths/needs, progress in current placement, IPRC referral package is reviewed) Full participation of all parties is encouraged The committee considers parental preference and the students needs regarding placement (regular class or special education class) A decision is made regarding the student’s exceptionality and placement and recorded on the Statement of Decision. What Happens During the Meeting?