The Principal and Special Education

1. The Principal and Special Education Guidelines and Responsibilities

2. Responsibilities • List the two responsibilities that you feel are most important when considering a principal’s role around special education at the school level.

3. The Education Act on Special Education • The principal provisions governing special education in Ontario were introduced into the Education Act by the Education Amendment Act of 1980 (Bill 82). Many of the provisions of Bill 82 have been changed or removed by subsequent amendments to the Education Act. Consequently, the actual text of Bill 82 is of historical interest only. However, the principal provisions of Bill 82 remain in the Education Act.

4. The Education Act on Special Education • the responsibility of school boards to provide (or to purchase from another board) special education programs and special education services for their exceptional pupils (paragraph 7 of subsection 170(1));

5. Special Education Program • a special education program is defined as an educational program that is based on and modified by the results of a continuous assessment and evaluation of the pupil and that includes a plan (now referred to as an Individual Education Plan) containing specific objectives and an outline of the educational services that meets the needs of the exceptional pupil (subsection 1(1));

6. Exceptional Student • behavioural, communication, intellectual, physical or multiple exceptionalities are such that placement in a special education program is necessary • Program modifications or accommodations can be implemented in the regular class

7. The Special Education Per Pupil Amount (SEPPA) • is based on a school board’s enrolment (counting all students, not just those who have been identified as needing a special education program). This funding is for programs that address relatively common exceptionalities, which do not require a high level of financial support for the individual student.

8. Specialized Equipment (formerly ISA 1) • computers, software, assistive technology peripherals • medical/Healthcare equipment • recommendation must come from: • Occupational Therapist • Psychologist or Psych. Associate • Speech and Language Pathologist

9. SIP (Special Incidence Portion) • SIP (Special Incidence Portion) • additional funding available to students who have very high needs • require two EAs or an EA and a CYW in order to ensure safety and to implement programming • require intensive “Behaviour Management programming” • A board can receive up to $26,000 for these students

10. ISA (Intensive Support Amount) • ISA (Intensive Support Amount) • identified and non identified students had to meet certain criteria in order to qualify for additional funding which the school board received • ISA no longer in place

11. Other Funding Sources • IEP (Identified Students) • Students with high needs new the school board • ONSIS

12. School Board Responsibilities • establishes school board policy and practices that comply with the Education Act, regulations and policy • monitors school compliance with Education Act • requires staff to comply with the Education Act • provides appropriately qualified staff to provide programs • obtains the appropriate funding and reports on special education spending

13. School Board Responsibilities • develops and maintains a special education plan which is reviewed annually • provides statistical reports to the ministry as requested (ONSIS) • prepares a parent guide for special education procedures and programs • establishes IPRCs to identify exceptional students and placements • provides special education staff development

14. School Board Responsibilities • establish a Special Education Advisory Committee (SEAC) • SEAC makes recommendations affecting special education programs • SEAC participates in the board’s annual review and budget as it pertains to special education • SEAC reviews the financial statements of the board as they pertain to special education • SEAC provides information to parents around special education

15. School Board Responsibilities • establish a Special Education Advisory Committee (SEAC) • SEAC makes recommendations affecting special education programs • SEAC participates in the board’s annual review and budget as it pertains to special education • SEAC reviews the financial statements of the board as they pertain to special education • SEAC provides information to parents around special education

16. The Principal’s Role • carries out duties as outlined in the Education Act, Ministry regulations and policy along with Board policies • communicates Ministry and board policies to staff • ensures that qualified staff are assigned to teach in special education programs • communicates board policies and procedures about special education to staff, students and parents

17. The Principal’s Role • ensures that the identification and placement of exceptional students, through the IPRC follows proper procedures • consults with parents and school board staff to determine the most appropriate program for exceptional students • ensures the development, implementation and review of a student’s IEP including a transition plan for students over the age of 14

18. The Principal’s Role • ensures that parents are consulted in the development of their child’s IEP and that they are provided with a copy of the IEP • ensures that the program outlined in the IEP is delivered • requests appropriate assessments for which parental consent is required

19. Staffing • ensure that the instruction of exceptional students is assigned to teachers who understand the needs of those students • teachers who are assigned to teach special education must hold Special Education Qualifications as outlined in Ontario Regulation 298 • special education resource staff only used for special education service delivery

20. Staffing • classroom teachers who work with exceptional students must modify and or accommodate programming according to student needs • Education For All • assign EAs and CYWs accordingly

21. Equipment and Facilities • specialized equipment available to meet the needs of exceptional students • submit “Specialized Equipment” claims • staff involved with exceptional students are trained to use specialized equipment

22. Instruction and Programming • facilitate Integration • variety of teaching and learning strategies for exceptional students • IEP is developed in consultation with parents within 30 days of placement in a Special Education Program • collaboration and team planning around exceptional students

23. Instruction and Programming • staff to have opportunities for staff to discuss special education programming needs, modifications, accommodations and resources • arrange for accommodations and modifications to meet the needs of exceptional students • share special education support documents • ensure the IEP is placed in the OSR at the end of June or when the student leaves • Assist staff access community resources

24. Assessment and Evaluation • program for exceptional students based on results of continuous assessment • achievement of the IEP expectations is monitored and adjusted as needed • diagnostic, formative, summative assessment and evaluation techniques • Facilitate staff to attend in-services

25. IPRC Process • Identification Placement Review Committee • Effective communication with parents • Share all data related to the student with parents • Parents, student (16 or older), outside agencies are invited to attend an IPRC • Prior to an IPRC parents are aware of intended recommendation (Parent Guide) • Parents should have copies of all documentation which will be presented at IPRC • Parent input into the development of the IEP and Transition Plan

26. IPRC Process • Initiated through teacher referral in earlier grades (school based team) • Parent request • Assessment

27. IPRC • request by parent • school request • identification – exceptionality – placement • parent must agree • can be appealed

28. IEP (Individual Education Plan) • 2004 Document outlines IEP regulations and procedures ( Principal Role page 17) • A written plan describing the special education program/services • A record of particular accommodations • A record of modified learning expectations • A record of alternative expectations • A record of knowledge and skills to be assessed • An accountability tool for the student

29. The IEP is not……… • Everything that will be taught to the student • A list of all the teaching strategies used in classroom instruction • A document that records all learning expectations • A daily lesson plan

30. Why does a student have an IEP • Student is identified as exceptional at an IPRC • Student is not identified at an IPRC but requires different programming • The school principal decides that the student will be assessed based on modified expectations • The student requires accommodations for instructional or assessment purposes

31. Student Strengths • Consistent with IPRC decision • Consistent with Assessment/Report • Previously acquired skills (organizational skills, time management skills) • Strengths in areas such as cognitive processing and communication (expressive language – speaking) • Insufficient to include only personal characteristics or non academic accomplishments

32. Student Needs • Broad cognitive or processing challenges (visual memory) • Skill deficits that relate to the student’s exceptionality or that interfere with the student’s learning (reading, writing…)

33. Accommodated (if at grade level) • Special teaching and assessment strategies, human supports and or individualized equipment required to enable a student to learn and to demonstrate learning, Accommodations do not alter the provincial curriculum expectations for the grade

34. Modified (if below or above grade level) • Modifications are changes made in the age-appropriate grade-level expectations for a subject or course in order to meet a student’s learning needs. These changes may involve developing expectations that reflect knowledge and skills required in the curriculum for a different grade level and/or increasing or decreasing the number and/or complexity of the regular grade level curriculum expectations

35. Alternative • Alternative expectations are developed to help students acquire knowledge and skills that are not represented in the Ontario curriculum. Because they are not part of a subject or course outlined in the provincial curriculum documents, alternative expectations are considered to constitute alternative programs

36. Instructional Accommodations • Adjustments in teaching strategies required to enable the student to learn and to progress through the curriculum • Buddy/peer tutoring • Duplicate notes • More time to complete assignments • Frequent breaks etc.

37. Environmental Accommodations • Changes or supports in the physical environment of the classroom and/or the school • Alternative workspace • Proximity to teacher • Study carrel

38. Assessment Accommodations • Adjustments in assessment activities and methods required to enable the student to demonstrate learning • Verbatim scribing • Alternate settings • Computer options • Extra time for processing

39. Parental Approval • parents should be made aware of program accommodations and modifications • When the program is modified an IEP is required and the report card must indicate that there is an IEP • Teachers may need guidance as to when to modify and in the development of an IEP

40. Transition Plan • For students 14 years of age and older… • A plan which will assist with an exceptional student’s transition from Elementary School to Secondary School or the transition from Secondary School to postsecondary education, work, or community living…

41. Principal and Parent Approval • The school principal is legally responsible to see that the IEP is completed appropriately and within the 30 day time limit • A completed copy is sent to the parent for approval and consultation • The principal and parents sign the IEP • Parents must be consulted during the development of an IEP

42. Formal Assessment • EQAO • OSSLT • CCAT • CCAT III • WISC IV • WIAT II • Other diagnostic tools • WRAML CTOP ABAS

43. Exceptionalities • Behaviour • Autism • Deaf and Hard of Hearing • Language Impairment • Learning Disability • Mild Intellectual Disability • Developmental Disability • Blind and Low Vision • Physical Disability • Multiple Exceptionalities • Giftedness • Speech Impairment

44. IPRC Placement • Regular Class with Indirect Support – student is placed in a regular class for the entire day and the teacher receives specialized consultative services [i.e.: assessment results/programming suggestions] • Regular Class with Resource Assistance – student is placed in regular class for most or all of the day and receives specialized instructions, individually or in a small group, within the regular grade from a qualified special education teacher. • Regular Class with Withdrawal Assistance –the student is placed in a regular class and receives instructions outside the classroom for less than 50% of the school day, from a qualified special education teacher.

45. IPRC Placement • Special Education Class with Partial Integration – the student is placed by the IPRC in a special education class in which the student-teacher ration confirms to the Regulation 298, section 31, for at least 50% of the school day, but is integrated with a regular class for a least one instructional period daily. • Special Education Class Full-time – the student is placed by the IPRC in a special education class, where the student-teacher ratio conforms to Regulation 298, section 31, for the entire school day.

46. IPRC Appeal • parent may appeal identification as exceptional or placement or both • board convenes a three member Appeal Board to review the IPRC decisions • Appeal Board either agrees with IPRC or does not • School board decides what to do and decision is implemented

47. Appeal • if parents still do not agree the case is heard at a Special Education Tribunal (appointed by the province) • legal counsel is usually involved • the Tribunal’s decision is final and binding • further legal action is rare

48. Education For All • “In a diverse classroom, no single method can reach all learners. Multiple pathways to achieving goals are needed.” • (Hitchcock et al.,2002,p.18) • (Education for All)

49. Questions And Answers • According to school statistics, most students with special needs spend at least 50 percent of their instructional day in a regular classroom, being taught by regular classroom teachers.” • Education for All

50. Resources • www.edu.gov.on.ca • www.ldao.com • www.integra.on.ca • The Educator’s Guide to Education Law: Aurora Professional Press • Special Education in Ontario Schools:Highland Press • www.autism.net (Geneva Centre) • The Speech and Language Classroom Intervention Manaul:Hawthorne • The Pre-Referral Intervention Manual:Hawthorne