Durham school district spec-education_report

1. Durham District School Board 201 - 2015 6 SPECIAL EDUCATION REPORT SPECIAL EDUCATION REPORT

2. SECTION A SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section A 2015 06 30 SPECIAL EDUCATION REPORT - 2015 - 2016 BOARD’S CONSULTATION PROCESS ROLE OF SPECIAL EDUCATION ADVISORY COMMITTEE SECTION A-1 SECTION A

3. SECTION A SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section A 2015 06 30 ROLE OF SPECIAL EDUCATION ADVISORY COMMITTEE (SEAC) Mandate: As a statutory committee, the SEAC reports and may make recommendations to the Board regarding any matter affecting the establishment and development of special education programs and services for exceptional pupils in the Durham District School Board. Before making a decision on a recommendation of the SEAC, the Board shall provide an opportunity for the committee to be heard before the Board and before any committee of the Board to which the recommendation is referred. The Special Education Advisory Committee will be responsible for reviewing and making recommendations to the Board relative to the provision of special programs and services in such areas as: ▪ philosophy and goals ▪ services and facilities ▪ organizational structure ▪ inservice for SEAC members ▪ policies and procedures ▪ interaction with other Board committees ▪ program delivery systems ▪ annual review of special education services In accordance with The Education Act, the Regulations and other appropriate Ministry directives, and the annual review process, the SEAC will consider and advise the Board in the following areas: ▪ target pupil populations ▪ teaching and support personnel ▪ staff training and development ▪ curriculum modification and design ▪ instructional equipment and materials ▪ accommodation ▪ transportation - policies and practices ▪ community resources ▪ survey of current services ▪ liaison with and use of other agencies ▪ special education funding: development of the annual budget ▪ other matters relative to special education as determined by the committee and/or requested by the Board See SEAC Orientation Handbook, Section C for information regarding membership, responsibilities, meetings, nomination process including: ▪ names and affiliations of members ▪ roles and responsibilities ▪ meeting times, place, format (SEAC meetings are open to the public) ▪ nomination process ▪ members’ contact information ▪ means of participation (SEAC meetings are face to face, at least monthly from Sept-June) ▪ SEAC Parent Survey biannually

4. SECTION B SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section B-1 2015 06 30 SPECIAL EDUCATION REPORT - 2015-2016 SPECIAL EDUCATION PROGRAMS AND SERVICES BOARD’S GENERAL MODEL for SPECIAL EDUCATION SECTION B-1

5. SECTION B SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section B-1 2015 06 30 MISSION DURHAM DISTRICT SCHOOL BOARD “Ignite Learning” The Durham District School Board's Special Education Report complies with the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, and the Education Act and other relevant legislation.

6. SECTION B SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section B-1 2015 06 30

10. SECTION B SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section B-1 2015 06 30 SPECIAL EDUCATION DEPARTMENT (2015-2016)

11. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 SPECIAL EDUCATION REPORT - 2015 - 2016 ROLES and RESPONSIBILITIES SECTION B-2

12. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 The Ministry of Education defines roles and responsibilities in elementary and secondary education in several key areas: ▪ legislative and policy framework ▪ school system management ▪ funding ▪ programs and curriculum It is important that all involved in special education understand their roles and responsibilities, which are outlined below: The Ministry of Education:  defines, through the Education Act, regulations, and policy/program memoranda, the legal obligations of school boards regarding the provision of special education programs and services, and prescribes the categories and definitions of exceptionality  ensures that school boards provide 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 special purpose grants  requires school boards to report on their expenditures for special education  sets province-wide standards for curriculum and reporting of achievement  requires school boards to maintain special education reports, review them annually, and submit amendments to the ministry  requires school boards to establish Special Education Advisory Committees (SEACs)  establishes Special Education Tribunals to hear disputes between parents 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 or school authority:  establishes school board policy and practices that comply with the Education Act, regulations, and policy/program memoranda  monitors school compliance with the Education Act, regulations, and policy/program memoranda  requires staff to comply with the Education Act, regulations, and policy/program memoranda  provides appropriately qualified staff to provide programs and services for the exceptional pupils of the board  obtains the appropriate funding and reports on the expenditures for special education  develops and maintains a special education report that is amended from time to time to meet the current needs of the exceptional pupils of the board  reviews the report 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 IPRCs to identify exceptional pupils and determine appropriate placements for them  establishes a Special Education Advisory Committee  provides professional development to staff on special education. The Special Education Advisory Committee:  makes recommendations to the board with respect to any matter affecting 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 report

13. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 The Special Education Advisory Committee: Continued  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 The school principal:  carries out duties as outlined in the Education Act, regulations, and policy/program memoranda, and through board policies  communicates Ministry of Education and school board expectations to staff  ensures that appropriately qualified staff are assigned to teach special education classes  communicates board policies and procedures about special education to staff, students, and parents  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  ensures the delivery of the program as set out in the IEP  ensures that appropriate assessments are requested if necessary and that parental consent is obtained The teacher:  carries out duties as outlined in the Education Act, regulations, and policy/program memoranda  follows board policies and procedures regarding special education  maintains up-to-date knowledge of special education practices  where appropriate, works with special education staff and parents to develop the IEP for an exceptional pupil  communicates the student’s progress to parents  works with other school board staff to review and update the student’s IEP. The special education teacher, in addition to the responsibilities listed above under “the teacher”:  holds qualifications, in accordance with Regulation 298, to teach special education  monitors the student’s progress with reference to the IEP, and modifies the program as necessary  assists in providing educational assessments for exceptional pupils. The parent/guardian:  becomes familiar with and informed about board policies and procedures in areas that affect the child  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 for the student’s attendance at school The student:  complies with the requirements as outlined in the Education Act, regulations, and policy/program memoranda  complies with board policies and procedures  participates in IPRCs, parent-teacher conferences, and other activities, as appropriate

14. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND FUNCTION OF THE SUPERINTENDENT OF EDUCATION/SPECIAL EDUCATION At the Board level - THE SUPERINTENDENT OF SPECIAL EDUCATION SHALL: 1. Supervise: a) The Education Officer(s) - Special Education b) The Chief Psychologist - Division of Psychological Services c) The Chief Speech and Language Pathologist - Division of Speech, Language, and Hearing Services d) Chief Social Worker e) Mental Health Leader f) Principals of all Area Schools through their Area Superintendents 2. Supervise the professional development activities for all support staff; 3. Supervise the development and implementation of curriculum and new programs; 4. Ensure that policies and procedures are developed and followed in accordance with The Education Act, the regulations and the directions of the Durham District School Board;. 5. Coordinate all Special Education Programs and Services; 6. Serve as liaison with local, regional, and provincial governmental representatives and recognized associations; 7. Assume the staff supervisory role of the Special Education Advisory Committee (SEAC); 8. Be involved in the approving of requests for educational assistants, transportation, and budget; 9. Give approval for special education conferences; 10. Be involved in the identification and placement of exceptional students by service as member of the IPRC or assign a designate to perform this duty; 11. Supervise the operation of Grove School (Section 23 Classes) and Supervised Alternative Learning (SAL).

15. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 At the School level - THE SUPERINTENDENT OF SPECIAL EDUCATION: 1. Or designate, shall attend school team meetings regarding selected students upon special request from the area team; 2. Or designate, shall observe exceptional students in self-contained special education classes and in regular classes where students have been mainstreamed; 3. Or designate, shall solicit the involvement and support of selected school team members for current pilot projects; 4. Shall approve such in-service sessions at the board level that are delivered during school hours, and shall approve the absences of the selected participants; 5. Shall liaise with school personnel regarding matters that pertain to special education.

16. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND FUNCTION OF THE EDUCATION OFFICER - SPECIAL EDUCATION At the Board level - THE EDUCATION OFFICER SHALL: 1. Be centrally assigned and shall report to the Superintendent of Education - Special Education; 2. Establish special education program priorities in response to the Ministry of Education initiatives, Board policies and the Special Education Report; 3. Work with area and regional officers, facilitators, speech-language, hearing, vision and psychological services and school-based special education staff to ensure the coordination of services for and promote inclusion of students with special needs; 4. Coordinate special education processes through ongoing review of the School Team Manual and Board Policies and Procedures; 5. Work with the Education Assistant Allocation Committee and Employee Services to coordinate allocation of educational assistant support to students; 6. Work in cooperation with Special Education Facilitators, Area Officers, Facilities Services, Transportation, Operations and school administrators to identify staffing needs and locations for regional special education classes; 7. Work with the Transportation department to meet transportation needs for students with special needs; 8. Collaborate with Facilities Services staff to assess, establish priorities and approve appropriate accessibility and special education class construction projects; 9. Maintain an accurate database identifying the current location, needs and projected future locations of students with physical disabilities and provide reports as requested; 10. Work with Technology Services and Special Education staff to promote the application of technology to support students with special needs; 11. Support ongoing IEP development, in-service and provision of resources to staff in developing appropriate curriculum modifications; 12. Coordinate the Board’s special education funding process requirements in collaboration with regional, area and school staff, maintain accurate and current centrally located records, and prepare budget reports as requested; 13. Liaise with Area Superintendent regarding any staffing difficulties with job assignments, or difficulties at local area schools;

17. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 14. Work with central office staff, areas and schools for the effective use of personnel and resources; 15. Provide leadership to and manage the operations of special education staff; 16. Coordinate the intake and IPRC process and service delivery options; 17. Coordinate Special Incidence Portion (SIP) high needs funding applications and Special Equipment Amount Claims (SEA); 18. Maintain accurate computer records for special education IPRC information, providing reports as requested; 19. Coordinate home instruction and special education lunch supervision and bus monitors; 20. Liaise with Special Education and Policy staff from the Ministry of Education, SEAC, other boards, colleges and universities, school administrators, special education department heads, parent/guardians and community; 21. Provide special education expertise to staff and trustees; 22. Assume such other duties as are assigned. At the School Level - THE EDUCATION OFFICER SHALL: 1. Attend case conference meetings when invited by the Special Education Facilitator or a designate.

18. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND FUNCTION OF VICE PRINCIPAL - SPECIAL EDUCATION THE VICE PRINCIPAL SHALL: 1. Collaborate with the Superintendent of Special Education and the Special Education Officer to establish special education program priorities in response to the Ministry of Education initiatives, Board policies and the Special Education Strategic Plan and the Special Education Report 2. Work with area and regional officers, facilitators, speech-language, hearing and vision teachers, psychological services and school-based special education staff to ensure the coordination of services for and promote inclusion of students with special needs 3. Support special education processes through ongoing review of the School Team Manual, Board Policies and Procedures 4. Work with the Education Assistant Allocation Committee to coordinate allocation of Educational Assistant support to students 5. Work with Durham Student Transportation Services and the Transportation Committee to meet transportation needs for students with special needs 6. Assist the Special Education Officer in collaborating with Facilities Services staff to assess, establish priorities and approve appropriate accessibility and special education class construction projects 7. Work with Technology Services and special education staff to promote the application of technology to support students with special needs 8. Support ongoing I.E.P. development, in-service support and provision of resources to support staff in developing appropriate I.E.P.’s 9. Process and approve the Board’s S.E.A. claims and maintain a central database for all S.E.A. equipment 10. Work with central office staff, areas and schools for the effective use of personnel and resources 11. Provide leadership to and manage the operations of special education staff 12. Supervise and evaluate Special Education Facilitators and Itinerant Teachers for Vision and Hearing 13. Coordinate the intake and I.P.R.C. process and service delivery options 14. Maintain accurate records for special education I.P.R.C. information, providing reports as requested 15. Coordinate home instruction, special education lunch supervision, and bus monitors 16. Liaise with Special Education Policy and Programs Branch staff from the Ministry of Education, S.E.A.C., other boards, colleges and universities, school administrators, special education department heads, parents and the community 17. Provide special education expertise to staff and trustees 18. Assume such other duties as are assigned At the School Level - THE VICE PRINCIPAL SHALL: 1. Attend case conference meetings when invited by the Special Education Facilitator or a designate.

19. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND FUNCTION OF THE INSTRUCTIONAL FACILITATOR / SPECIAL EDUCATION Responsibilities: The Special Education Facilitator is responsible to the Superintendent of Education/Special Education, the Special Education Officer and the Vice-Principal of Special Education. Area/School: * act as a resource to schools on matters regarding Special Education * work in a direct partnership with in-school staff at both elementary and secondary levels to support students with special needs * assist classroom teachers and special education resource teachers with appropriate programming for identified, integrated students * recommend and supply resources to special education and classroom teachers * have an understanding of the IPRC process, facilitate reviews, ensure all documentation is complete * have an understanding of the funding sources, e.g. Special Equipment Amount (SEA) and Special Incidence Portion (SIP) and knowledge of students with high needs * recommend appropriate placement for exceptional students * have an ability to provide information and to communicate effectively with parents, staff and special education advocacy groups * act as a liaison for the special education teachers in both elementary and secondary panels * have experience in providing in-service and professional development to a variety of audiences * full understanding of special education and the various placements * experience in both elementary and secondary panels an asset

20. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND FUNCTION OF THE SPECIAL EDUCATION FACILITATOR (GIFTED) The Special Education Facilitator (Gifted) works with parents/guardians, teachers, SERTs, psychological services and principals to identify gifted children, determine appropriate placement and develop differentiated curriculum to meet the needs of the gifted learner. IDENTIFICATION, PLACEMENT AND REVIEW - THE SPECIAL EDUCATION FACILITATOR (GIFTED) SHALL: 1. Help teachers and administrators to recognize general characteristics of the intellectually gifted; 2. Screen all nominated grade 3 students and all nominated student in other grades in the region for possible inclusion in the gifted program; 3. Assist resource staff in the administration and interpretation of group tests; 4. Bring suitable candidates to IPRC; 5. Compile class lists for self contained gifted classes; 6. Establish criteria; 7. Attend IPRC (upon request) for mainstreamed gifted students; 8. Attend IPRC for all gifted students in self-contained classes; 9. Maintain up-to-date records for all identified gifted students. PROGRAMMING - THE SPECIAL EDUCATION FACILITATOR (GIFTED) SHALL: 1. Assist with appropriate programming for mainstreamed students/enriched groups; 2. Assist teachers of gifted classes with planning, classroom strategies and selection of resources (including demonstration lessons at the host schools); 3. Provide support/resources for teachers with gifted students in their classrooms upon request of the teacher; 4. Develop enrichment materials; 5. Assist teachers to prepare IEPs; 6. Provide enrichment/gifted resources and input to groups developing curricula; 7. Maintain and upgrade professional gifted resource library; 8. Plan and implement special events for gifted classes (Think Bowl, Debate Competitions, Theatresports, Science/Math Olympics, etc.).

21. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ADVISORY - THE SPECIAL EDUCATION FACILITATOR (GIFTED) SHALL: 1. Provide resource information to parents/guardians and parent organizations; 2. Host parent/guardian information evenings; 3. Organize orientation days for perspective students; 4. Advise parents/guardians wishing to change boards or moving into the region; 5. Deliver SERT in-services regarding group testing and IEPs; 6. Organize gifted teacher staff meetings to share Ministry information, organize board-wide events and discuss programming issues; 7. Provide professional development to teachers through conferences, workshops, research and curriculum development; 8. Attend school team meetings when requested; 9. Act as liaison with other boards, MOE and other organizations.

22. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND FUNCTION OF THE INSTRUCTIONAL FACILITATOR FOR ADVANCED TECHNOLOGY - SPECIAL EDUCATION Responsibilities: The Instructional Facilitator for Advanced Technology is responsible to the Superintendent of Education/Special Education, the Special Education Officer and the Vice-Principal of Special Education. School Support Responsibilities: -act as a resource to schools on matters regarding Special Education and the effective implementation of advanced technology that supports student achievement - work in a direct partnership and act as a coach with in-school staff at both elementary and secondary levels to support students with special needs, especially in the area of technology - assist in the development, implementation and training of PowerTPM special education database - have an understanding of the SEA claim process and knowledge of students with special needs and how advanced technology can support their development including coordination of high speed scanning process -set up, manage and train the use of small devices (i.e. iPods and iPads) allocated through SEA developed resources (documents, videos) to assist teachers/parents in their understanding and use of advanced technology including BYOD - assist and coach classroom teachers and special education resource teachers with appropriate programming that includes advanced technology for students - have an ability to provide information and to communicate effectively with parents, staff and special education advocacy groups

23. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND FUNCTION OF HEARING RESOURCE SERVICES Resource teachers for the Deaf/Hard of Hearing are centrally assigned and are responsible to the Superintendent of Special Education through the Education Officer for Special Education. STUDENT CRITERIA 1. Hearing Resource Services are available for any student in a regular class or special education class who has been identified with permanent hearing loss by an Ear, Nose and Throat physician and/or a clinical audiologist. The degree of hearing loss may range from borderline normal to profound. 2. Students are referred to Hearing Resource Services by the school’s special education resource teacher, parents/guardians, medical personnel, outside agencies or other school boards. IDENTIFICATION CRITERIA The Ministry of Education category Communication: Deaf and Hard of Hearing is an impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound that adversely affects educational performance. REFERRAL PROCESS 1. The SERT coordinates the DDSB intake package. This includes a consent for service, consent for service checklist and a copy of Audiogram 2. Documentation is submitted directly to the Administrative Assistant for Hearing Resource Services or to the Area Team secretary if other board services are involved. 3. The Educational Audiologist and chief Speech and Language Pathologist review the documentation. Review may also include an observation. 4. A series of assessments is completed by the Hearing Resource Teacher to evaluate the ability of the student to use their hearing and communication to perform in a school environment. The Hearing resource Teacher consults with the Speech and Language Pathologist for any pertinent information. The assessment data determines the degree of involvement and level of support by Hearing Services. 5. Recommendations arising from the assessments may necessitate additional referrals including the educational audiologist and referral to appropriate community agencies. Students meeting the criteria for Identification will be referred to the Identification Placement and Review Committee (IPRC) and support from Hearing Services will be determined. Students are identified at an IPRC and appropriate placement is determined. This may include placement in a self-contained class, or the regular class with withdrawal or indirect support. In consultation with the School Team, referrals not meeting the criteria for Hearing Services will be closed. Parents will be notified of the decision by the SERT or HRT. 6. Service is delivered by a trained teacher of the Deaf/Hard of Hearing (referred to as a Hearing Resource Teacher in our system). IDENTIFICATION , PLACEMENT AND REVIEW COMMITTEE (IPRC)

24. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 1. Students are identified at an IPRC and appropriate placement is determined. The Hearing Resource Teacher facilitates the IPRC process in conjunction with the School Team. 2. An Individual Education Plan (IEP) is developed for each identified student in collaboration with appropriate personnel. An IEP may contain alternative expectations developed by the Hearing Resource Teacher in collaboration with School Team and appropriate personnel. 3. The Hearing Resource Teacher may attend and report at the IPRC of students with hearing impairments or they may provide information indirectly to the IPRC. DELIVERY OF SERVICE Support to students varies depending on the nature and extent of the hearing impairment and its impact on the student’s ability to access information and perform classroom tasks. Either a Direct Service delivery model or Consultative Service delivery model may be recommended. This service delivery will be reviewed annually or upon a change in student need. 1. Direct Service by the Hearing Resource Teacher is provided for:  Students who require support to develop auditory skills and manage their auditory needs. This support includes:  Academic, Language, vocabulary and/or skills development in their classroom placement (regular or small class);  Withdrawal from class to give 1:1 support or supported in the classroom setting;  Have alternative expectations if appropriate to the needs of the student;  Receive coordinated FM and sound field equipment support;  Receive Special Equipment Allotment (SEA) support as per claim criteria;  Receive direct instruction as per the SEA claim criteria funding by the Ministry. 2. Consultative Service by the Hearing Resource Teacher is provided for:  Students receiving consultative services may not require any specific academic intervention to be successful in their classroom placement (regular or small class) and therefore may be seen several times or once a year depending on their auditory needs.  Special Education classrooms where students with hearing loss have been referred. Consultation will support SERTs, classroom teachers and EAs for individual student programs and programs relevant to hearing  Do not require any specific academic intervention to be successful in their classroom placement (regular or small class);  May be seen several times or once a year depending on their auditory needs; primary supports are provided by the school team in consultation with the Hearing Resource Teacher. RESOURCE SUPPORT

25. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30  Hearing Resource Teachers support staff and parents/guardians with information about hearing loss and its educational implications, hearing aids, FM system teaching strategies.  Professional Development opportunities.  Ongoing communication with parents/guardians regarding program implementation is provided.  Modifications to the classroom’s acoustic environment, in consultation with the educational audiologist.  Hearing Resource Teacher is available to participate in school team meetings and parent/guardian interviews. DDSB DEAF/HARD OF HEARING CLASSES The Durham Board offers fully self-contained classes for the D/HH. ALTERNATIVES TO COMMUNITY-BASED EDUCATION Other programs are available outside of the Durham District School Board. These include: Provincial Schools These schools are primarily residential with limited enrollment. Students apply through their school boards and are screened and selected. The Ministry schools serving this region are Sir James Whitney School located in Belleville and E.C. Drury School located in Milton. These programs follow a bi-lingual and bi-cultural model and are designed for students who prefer a learning environment with American Sign Language (ASL) as the primary language of instruction in Deaf culture and Deaf community.

26. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND FUNCTION OF VISION RESOURCE SERVICES Resource Teachers for the Visually Impaired and Blind are centrally assigned and are responsible to the Superintendent of Special Education through the Education Officer for Special Education. STUDENT CRITERIA 1. Vision Resource Services are available for any student in a regular class or special education class who has been identified with a permanent vision loss by an ophthalmologist, optometrist or medical doctor. The degree of vision loss may range from significant field loss or visual acuity of 20/70, which is the threshold of low vision, to total blindness. 2. Students are referred to Vision Resource Services by the school special education resource teacher, parents/guardians, medical personnel, outside agencies or other school boards. IDENTIFICATION CRITERIA The Ministry of Education category, Physical: Blind and Low Vision, is determined by a condition of partial or total visual impairment that, even with correction, adversely affects educational performance. Identification of Physical: Blind and Low Vision, is determined by reduced visual acuity, reduced visual field. Criteria for low vision is visual acuity in the range of 20/70 to 20/200 in the better eye with correction. Criteria for legal blindness is a visual acuity in the range of 20/200 in the better eye with correction to a measure approaching blindness or a reduced visual field to 20 degrees or less. REFERRAL PROCESS 1. The SERT doordinates the DDSB intake package. This includes “Parent Consent for Service” form, a consent for service chiecklist and a Vision Report completed by an ophthalmologist, optometrist or medical doctor that identifies visual acuity and includes a diagnosis of vision loss. 2. Documentation is submitted directly to the Administrative Assistant for vision or to the Area Team secretary if other Board Services are involved. 3. A Functional Vision Assessment, completed by a Vision Resource Teacher, evaluates the ability of the student to use their residual vision to perform in a school environment. The results of the functional Vision Assessment determines the degree of involvement by Vision Services. 4. Recommendations arising from the Functional Vision Assessment may necessitate a referral for an Orientation and Mobility Assessment, registration with Ministry of Education Resource Services Library, and referral to appropriate community agencies. 5. Students meeting the criteria for Identification will be referred to an Identification, Placement and Review Committee (IPRC) and support from Vision Services will be determined. In consultation with the School Team, referrals not meeting the criteria for Vision Services will be closed. Parents will be notified of the decision by the SERT or VRT. 6. Service is delivered by a trained teacher of the blind (referred to as Vision Resource Teacher in our system).

27. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 IDENTIFICATION, PLACEMENT AND REVIEW COMMITTEE (IPRC) An Individual Education Plan (IEP) is developed for each identified student in collaboration with appropriate personnel. An IEP may contain alternative expectations developed by the Vision Resource Teacher in collaboration with the School Team and appropriate personnel. DELIVERY OF SERVICE Support to students varies depending on the nature and extent of the visual impairment and its impact on the student’s ability to access information and perform classroom tasks. Either a Direct Service delivery model or Consultative Service delivery model may be recommended. This service delivery will be reviewed annually or upon a change in student need. 1. Direct Instruction by the Vision Resource Teacher is provided for:  Students who are blind requiring braille instruction and alternate formats with full integration to grade level curriculum;  Students who are legally blind requiring print with pending braille, technology and significant materials preparation for grade level curriculum;  Students who are legally blind requiring advanced technology, tactile skill development and alternate format materials. This support includes:  Withdrawal from class to give 1:1 Support or supported in the classroom setting;  Have expanded core instruction expectations (Functional Academic skills including Communication Modes, Self Determination Skills, Social Interaction Skills, Daily Living Skills, Recreation and Leisure Skills, Career/Vocational Skills, Technology, Visual Efficiency Skills), if appropriate to the needs of the students;  Receive Special Equipment Allotment (SEA) support as per claim criteria  Receive direct instruction as per the SEA claim criteria funding by the Ministry  Access assessment and support of travel skills by the Orientation and Mobility Specialist. 2. Consultative Service by the Vision Resource Teacher is provided for:  Students with low vision or vision conditions with evidence of a vision loss that may not require any specific academic intervention to be successful in their classroom placement(regular or small class) and therefore may be seen several times or once a year depending on their vision needs.  Special Education classrooms where students with vision loss have been referred. Consultation will support SERTs, classroom teachers and EAs for individual student programs and programs relevant to Vision. RESOURCE SUPPORT Vision Resource Teachers support school staff and parents/guardians with information about:  Impact of vision loss and its educational implications;  Interpretation of vision and medical reports;  Magnification and assistive devices used by the student with visual impairments;  Assistive technology;

28. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30  Professional development opportunities;  Student specific accommodations to access information and complete classroom tasks;  Classroom management strategies and accommodations to optimize visual performance.  Vision Resource Teach is available to participate in school team meetings and parent/guardians interviews. ALTERNATIVES TO COMMUNITY BASED EDUCATION Students who are visually impaired may apply for registration at a Provincial School. The W. Ross Macdonald School for the Blind is in Brantford, Ontario. It is primarily a residential school and has placement opportunities for students who are blind, low vision, visually impaired with multiple handicaps or deaf-blind. Students may apply for registration through their home school board. Each student application goes through a screening and selection process by the staff at W. Ross Macdonald School of the Blind.

29. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND RESPONSIBILITIES OF THE CHIEF PSYCHOLOGIST The Chief Psychologist is responsible for the quality of psychological services carried out for referred students and the provision of direct services to students and consultative support to school personnel and parents/guardians in order to assist students to function within the school system and make satisfactory academic progress. DUTIES AND RESPONSIBILITIES - THE CHIEF PSYCHOLOGIST SHALL: 1. Determine appropriate procedures to ensure adequate psychological assessment and programming is carried out; 2. Supervise, through regular monitoring, the preparation of reports and recommendations for individual pupils; 3. Conduct performance reviews of Psychometrists and Psychologists under the guidance of the Superintendent of Special Education; 4. Provide psychological services to students in Durham schools as outlined for the role and responsibilities of Psychological Services staff; 5. Interpret results of assessments and recommendations to parents/guardians, teachers, principals and other appropriate authorities as determined by the Superintendent of Special Education; 6. Carry out such special projects of a psycho-educational nature as are necessary and practicable, and as are approved or requested by the Superintendent of Special Education; 7. Provide information and input to administration and to serve on committees as directed by the Superintendent of Special Education; 8. Maintain personal scholarship through study, visitation, in-service programs and conferences; 9. With crisis referrals, see or assign appropriate Psychological Services staff to see student within 48 hours; meet with parents/guardians, when appropriate make external referrals and prepare written reports; 10. Assist students and schools with programming in behavioural, academic and developmental problems; 11. With respect to crisis and behavioural management, consult with school personnel regarding students exhibiting serious behavioural, emotional and social problems; 12. In consultative role, assist school personnel, parents/guardians and Student Services staff to make decisions, identify exceptional students, facilitate individualized and classroom programming. 13. Provide skill related programs to students (i.e., study and social skills) and contribute to in- service programming within the organization.

30. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 14. Attend meetings as requested. ROLE AND FUNCTION OF PSYCHOLOGICAL SERVICES Psychological Services staff assists schools in working with students who experience social, emotional, behavioural, educational and learning difficulties within the school setting. Ongoing consultation and/or direct service can be provided for both students in regular class programs and for students identified with exceptional learning needs. SPECIFIC SERVICES AVAILABLE TO BOTH ELEMENTARY AND SECONDARY PANELS 1. Behavioural Assessment and Programming: ongoing evaluation of variables contributing to a student’s behaviour and methods of implementing behaviour management strategies. 2. Psychoeducational Assessment: formal testing to consider development or learning variables contributing to a student’s elementary and secondary school programming. 3. Counselling of Students: self and school/parent/guardian referrals; individual/group. 4. Crisis Intervention: suicidal intent, school avoidance, bereavement and abuse. 5. Group Interventions: social skills, anger management, self-esteem and conflict resolution. 6. Liaison to Community Agencies: facilitate referrals to appropriate community resources and assist with the collaborative working relationship between community agencies and Durham District School Board staff. 7. In-service to school staff and presentations to parent groups: for example:  parenting  ADHD workshops  conflict resolution  behaviour management  self-esteem  depression  study skills  anti-bullying 8. Program development and implementation: for example:  conflict resolution  social skills  incentive groups/ programing  Behaviour management systems  anger management  anxiety management 9. Completion of testing/documentation: for SEA process as required.

31. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 PSYCHOLOGICAL SERVICES CONSULTATION TO ASSOCIATED AND DEVELOPMENTAL CLASSES Psychological Services responds to students who are referred on an individual basis when presenting significant behavioural problems by: 1. Consulting with teachers regarding development and implementation of behavioural intervention strategies; 2. Working with the classroom teacher to develop and deliver programs adapted for children with diverse learning needs; 3. Providing functional assessments of incoming student as required to determine placement recommendations; 4. Provide functional assessment of students when required for classroom, community and vocational placement; 5. Liaising with parents/guardians, group home staff and outside agencies regarding behavioural programming.

32. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND RESPONSIBILITIES OF THE CHIEF SPEECH AND LANGUAGE PATHOLOGIST School Team Support - THE CHIEF SPEECH AND LANGUAGE PATHOLOGIST SHALL: 1. Coordinate speech, language, and hearing services in Durham schools provided by Speech and Language Pathologists, teachers of the Deaf/Hard of Hearing, Interpreters and Intervenors; 2. Coordinate and attend the identification, placement and review of students with hearing impairments and/or students with speech/language disorders, upon request; 3. Prepare materials for language teaching for use by speech, language, special education resource and classroom teachers; 4. Identify and recommend appropriate materials and personalized equipment for use with students with speech, language and hearing problems; 5. Maintain departmental record keeping; 6. Coordinate the provision of transportation for hearing impaired students; 7. Recommend the establishment of special services/programs; 8. Assist superintendents and principals in establishing and maintaining appropriate programs; 9. Coordinate and participate in advertising, recruiting and selection of Speech/Language Pathologists, teachers of Deaf/Hard of Hearing, Interpreters and Intervenors; 10. Receive/distribute/respond to all correspondence and reports from outside agencies pertaining to school-aged students with communication disorders requiring intervention and/or follow-up; 11. Maintain regular contact with agencies providing services to school-aged children to facilitate the coordination and ongoing monitoring of speech-language services for pupils and children approaching school age; 12. Represent the Board on committees and projects which impact on speech-language hearing services delivery to children, e.g., District Health Council Pre-school Speech and Language Services Committee; 13. Develop information resources as required; 14. Liaise with Area Superintendents, Administrative Officers and Principals regarding Speech-Language Pathology and hearing services at the school level including service issues such as guidelines for consent, replacement for personnel on leave, and other issues relating to speech/language/hearing support services;

33. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 15. Provide clinical supervision and completion of appraisals for Speech-Language Pathologists, Sign Language Interpreters, and Deaf/Blind Intervenors including on-site observations, review of reports, professional management plans and consultation as required; 16. Coordinate services and administrative support for Deaf and Hard of Hearing and services for students attending Provincial Schools for the Deaf. In Class Support - THE CHIEF SPEECH AND LANGUAGE PATHOLOGIST SHALL: 1. Respond to enquiries of school staff regarding speech, language, or hearing impairment issues; 2. Assist with the development and implementation of Individual Education Plans (IEPs) for students with language/learning disorders, hearing impairment, multiple exceptionalities; 3. Consult and provide in-class support to students, teachers, and parents/guardians of students in Multiple Exceptionalities classes.

34. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND FUNCTION OF THE SPEECH AND LANGUAGE PATHOLOGIST School Support Team: THE SPEECH AND LANGUAGE PATHOLOGIST SHALL: 1. Work collaboratively with Special Education staff and school staff to map out specific needs of schools and students by discussing appropriate interventions and methods of addressing needs. Interventions may include: ∙ A review of student’s school record; ∙ Classroom observation; ∙ Interviews with parents/guardians and/or school personnel; ∙ Formal and/or informal assessment measures; ∙ Teacher consultation; ∙ Classroom demonstration lessons; ∙ Direct service or counselling; ∙ Augmentative/alternative communication support for students who are non-verbal; ∙ School and home programming; ∙ Liaising with outside agencies/personnel to receive and make referrals; 2. Work in consultation with all Special Education Support Team members and the schools to address requests for services. The major focus of service involves consultation and program support to teachers, parents/guardians and students with speech, oral language, hearing, listening and literacy problems that affect access to curriculum and academic progress; 3. Work with schools to assist in appropriate identification and classroom placement when necessary (including intake assessments of students from other District School Boards); 4. Work in partnership with school teams to organize and provide language and learning in- services for teachers and parents/guardians; 5. Participate in Special Equipment Amount Claims (SEA) process by providing the appropriate documentation to support application.

35. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 In-class Support: THE SPEECH AND LANGUAGE PATHOLOGIST SHALL: 1. Maintain regular on-site contact with students, classroom teachers, principals, and Special Education Resource Teachers to discuss student/program needs in a direct and efficient manner; 2. Assess students’ speech, oral language, listening and literacy skills/needs in partnership with teachers, parents/guardians and the students themselves; 3. Recommend program accommodations/modifications in conjunction with students, staff and parents/guardians. ADVISORY In addition to involvement with students with communication disorders, the Speech-Language Pathologist is a resource available to all classroom teachers with regard to issues such as: ∙ Promoting general language stimulation strategies; ∙ Developing early literacy skills; ∙ The relationship between oral and written language; ∙ Behavioural issues related to communication ability; ∙ Developing and improving listening skills; ∙ Enhancing effective social language interactions; ∙ Recognizing children at-risk for academic failure due to underlying communication deficits or delays; ∙ Fluency (stuttering); ∙ Voice disorders. LIAISON The Speech and Language Pathologist liaises with outside agencies/personnel, e.g., Bloorview Kids Rehab, Hospital for Sick Children, Grandview Children’s Centre, Durham Preschool Speech & Language Program, Lakeridge Health Community Services, Central East Community Access to Care (School Health Support Services), physicians, audiologists and other professionals in the community, to receive or make referrals as necessary. PROJECT RESPONSIBILITIES ∙ Participate in board-wide initiatives such as Early Literacy. ∙ Participate in curriculum writing teams on request. ∙ Participate in special education initiatives.

36. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 DUTIES AND RESPONSIBILITIES OF THE INTERVENOR/FACILITATOR FOR STUDENTS WHO ARE DEAF-BLIND MISSION STATEMENT The Intervenor in the educational setting functions as part of the educational team providing one- to-one instructional support which allows the child to take part in, and benefit from, existing educational programs and facilities within the community. The Intervenor’s role is to facilitate or provide access to communication between the student who is deaf-blind and other students, teachers, support staff, parents/guardians and others involved in the educational program, school and community. Each student is unique, therefore each intervention will vary with the specified needs of the student. QUALIFICATIONS Intervenors are specially trained graduates of college programs such as George Brown College of Applied Arts and Technology. They are trained to provide consistent visual and auditory information to the student who is deaf-blind. They use a total communication approach to make the student who is deaf-blind aware of what is occurring around him/her and to attach language to the learning activity. Intervenors are hired by the Durham District School Board to work, not as a classroom assistant, but as a one-to-one intervenor implementing the programs designed and written by Deaf-Blind specialists, e.g., resource consultants from W. Ross Macdonald and/or Durham District School Board Program support personnel from Hearing and Vision Resources. REPORTING One member of the education team for the student who is deaf-blind is the intervenor who works under the supervision of the classroom teacher with input from Program Services Resource Support Personnel, i.e., Itinerant Vision and Hearing Resource Teachers. Duties and responsibilities including, classroom assignments and timetables are planned in conjunction with the classroom teachers, school principal and resource support team.

37. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 RESPONSIBILITIES OF INTERVENOR 1. The Intervenor shall relay all visual and verbal messages given in class using the student’s preferred mode of communication (This may include signing, tactile signing, voice, Braille, cues, written notes, etc..) 2. The Intervenor shall accurately relay instructional information, including subtleties and nuances that speech conveys, and visual information. 3. The Intervenor shall transmit the student’s questions and replies to questions to the teacher in the language level used by the student. 4. The Intervenor should not speak on behalf of the student or teachers, but should encourage both to speak to one another directly, facilitating the communication. 5. The Intervenor may be required to explain questions on a test while ensuring that the answer is not provided. 6. The Intervenor will, with permission and direction from the teacher, be required to assist the student in composing written answers, initiated by the student, or to interpret the student’s expressive answers into written form. 7. The Intervenor will maintain confidentiality of information as stated in the Intervenor Organization of Ontario’s Code of Ethics. As part of the educational team, the Intervenor may have access to information such as grades, standing in the class, personal or health history, etc.. This type of information may be discussed within a case conference as appropriate, but must be kept confidential. 8. The Intervenor shall provide activities/strategies to stimulate residual hearing and vision addressing sensory integration and changes in levels of functioning. 9. The Intervenor will maintain a professional manner throughout all facets of the intervention process. 10. The Intervenor may be required to perform attendant care duties such as lifting, transferring, bathing, feeding and toileting. 11. Intervenors shall be familiar with school rules and strive to encourage the student who is deaf-blind in understanding and following all rules established by the school’s administration. 12. The Intervenor will strive to obtain the necessary background information required to work with the student who is deaf-blind, and use his/her preferred mode of communication. 13. The Intervenor will strive to gain further knowledge and skill in all areas of intervention. 14. The Intervenor will be available to provide information and workshops at staff meetings, educational conferences and case meetings as requested by the school principal. 15. The Intervenor will act as a sighted guide and assist the student in orienting to his/her environment.

38. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 OTHER DUTIES ASSIGNED: 1. Review new vocabulary prior to lessons, e.g., technical terms in various school subjects and as part of lessons; 2. Teach new vocabulary and/or grammatical constructions under the supervision of the classroom teacher; 3. Review vocabulary and lesson concepts with the student to ensure adequate comprehension; 4. Provide daily anecdotal reports of classroom activities for the student. These reports are submitted to the classroom teachers; 5. Provide information and support for teachers and students in the integrated classes to help them fully understand and accept the student who is deaf-blind including teaching the various modes of communication as requested/required; 6. Provide support to the student who is deaf-blind in facilitating the use of skills which enhance independence and effective use of an Intervenor; 7. Keep the classroom teacher apprised of any difficulties that would interfere with the educational progress of the student who is deaf-blind; 8. When the student who is deaf-blind is confined to home or hospital, the Intervenor may continue working with the student in that setting. If the student is severely ill, the Intervenor will work in the school to prepare appropriate deaf-blind activities or assist the school wherever the principal deems appropriate; 9. Address the needs of the student including adaptations to existing equipment and materials provided by the educational team as deemed necessary.

39. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 DUTIES AND RESPONSIBILITIES OF THE INTERPRETER/TRANSLATOR/FACILITATOR ROLE The Interpreter in the school setting functions as part of the educational team supporting students who are Deaf/Hard of Hearing. The Interpreter’s primary function is to facilitate or provide access to communication for students who are D/HH within the classroom and school setting throughout the school day. REPORTING The Interpreter works within the classroom setting under the direction of the teacher. Daily duties and responsibilities including all classroom assignments and timetables are planned by and coordinated at the school level through the Special Education Resource Teacher (elementary)/ Special Education Head (secondary) and the School Principal. Interpreter hiring, assignments to schools and professional development are the responsibility of the Chief Speech-Language Pathologist. DUTIES AND RESPONSIBILITIES 1. The primary role of the Educational Interpreter is to sign all spoken messages and voice all signed messages in the class. In addition, the Educational Interpreter shall voice all information, as required for students using an oral mode of communication. 2. The Educational Interpreter will sign using American Sign Language (ASL), Signed Exact English (SEE), or fingerspelling as needed in order to accurately deliver the instructional information including the subtleties and nuances that speech conveys. 3. The Educational Interpreter shall be familiar with school rules and code of conduct. The Interpreter will support/encourage students who are Deaf/Hard of Hearing in understanding and following all rules established by the school’s administration. 4. The Educational Interpreter may be assigned additional responsibilities when not interpreting. These may include providing information to staff regarding the role of the interpreter in the education setting, participating in Deaf awareness workshops, attending team meetings and case conferences as needed. Consideration of the Interpreter’s primary role must be considered carefully prior to taking on any assignments that would interfere with that function of supporting students who are Deaf/Hard of Hearing in the classroom. 5. The Educational Interpreter will be adequately prepared for each class. This may involve: • Planning and preparing for the interpreting task through reviewing teaching material relevant to the subject; • Discussion with the teacher regarding ways to increase the interaction between the student who is Deaf/Hard of Hearing and his/her peers; • Researching new signs or learning specialized signs.

40. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 6. The Educational Interpreter shall, if requested, assist school staff and other individuals by providing: • Information or referring inquiries to other sources on issues related to hearing impairment, sign language or Deaf culture; • Reinforcement/clarification/explanation of subject matter to the student who is Deaf/Hard of Hearing under the supervision of the teacher; • Selected sign language vocabulary to other students and school staff who are not deaf in order to promote greater social awareness and acceptance of sign language within the school community, e.g., participation in sign language clubs; • Daily anecdotal reports to the subject and/or special education teacher regarding the in class activities for students who are Deaf/Hard of Hearing. 7. The Educational Interpreter shall transmit a student’s questions or replies to questions to the teacher in the language level used by the student. 8. The Educational Interpreter should not speak on behalf of the student or teacher, but should encourage both to speak to one another directly while facilitating the communication (as needed). 9. The Educational Interpreter must be capable of working in a given setting, keeping in mind that each class has its own procedures and technical language; should understand the material; and should be able to interpret the subject without embarrassment or over- emotional involvement. It is the responsibility of the Educational Interpreter to research unfamiliar subject material so that it can be interpreted fluently in the classroom. 10. The Educational Interpreter will, with permission and direction from the instructor, be required to assist the student in composing written answers, initiated by the student, or to interpret the student’s signed answers into written form. 11. Interpreters will at all times dress in accordance with the school dress code. The Educational Interpreter will consider carefully his/her attire in order to reduce eye strain for the deaf student. The hands must be clearly visible against the interpreter’s clothing. The interpreter should position him/herself close to the teacher in order for the student to be able to view them both with ease. 12. The Educational Interpreter will maintain confidentiality of information as stated in the AVLIC/RID Code of Ethics. As part of the educational team the interpreter may have access to information such as grades, standing in the class, personal or health history etc. This type of information may be discussed within a case conference as appropriate but must be kept confidential. 13. The Educational Interpreter will provide support to students who are Deaf/Hard of Hearing in facilitating the use of skills which enhance independence and effective use of an Interpreter, e.g., encouraging the student to recognize how and when to ask appropriate questions to gain information and to clarify concepts, working with teachers to develop ways of increasing interaction between the student who is Deaf/Hard of Hearing and his/her peers.

41. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 14. The Educational Interpreter will keep the student’s home room teacher and the Teacher of the Deaf/Hard of Hearing apprised of any difficulties or situations that would interfere with the educational progress of the student who is Deaf/Hard of Hearing. 15. The Interpreter may perform primary duties in a variety of settings, in and outside of the classroom, including: instructional activities, field trips, club meetings, assemblies, counselling sessions and athletic competitions. QUALIFICATIONS: ∙ Graduate of a recognized Interpreter Training Program (ITP); ∙ Ability to interpret effectively, matching the communication needs of the student; ∙ Maintain membership in good standing with the Association of Visual Language Interpreters of Canada and Registry of Interpreters for the Deaf (AVLIC/RID). PROFESSIONAL DEVELOPMENT Educational Interpreters shall submit an annual professional development plan to the Chief Speech-Language Pathologist outlining goals and objectives leading toward Certification from AVLIC/RID, or successful completion of the Ontario Interpreting Screening (OIS), offered by the Canadian Hearing Society. Interpreters shall also attend monthly Interpreter Network Meetings at the Education Center.

42. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE OF THE EDUCATIONAL AUDIOLOGIST School Team Support - THE EDUCATIONAL AUDIOLOGIST SHALL: 1. Serve as a liaison between clinical audiologists and the school board personnel regarding the auditory management of students with hearing loss or auditory processing deficits; 2. Work collaboratively with hearing resource teachers, special education/resource teachers, and speech language pathologists; 3. Provide intervention including: ∙ Interpretation of diagnostic and hearing aid information; ∙ Formal/informal assessment; ∙ Classroom observation; ∙ Evaluation of classroom acoustics; ∙ Recommendations for personal FM or sound field systems; ∙ Teacher consultation on classroom communication strategies; ∙ Counselling of student and family; 4. Organize and provide in-servicing for students, teachers, speech language pathologists, and parents/guardians on nature of hearing loss and its implications, communication strategies, noise reduction, assistive devices, FM system and hearing aid troubleshooting, developments in rehabilitative practices and technical advances. 5. Manage existing FM equipment, including repair and summer servicing, and the purchase of accessories, as well as the replacement and purchase of new equipment through SEA. In-class Support - THE EDUCATIONAL AUDIOLOGIST SHALL: 1. As requested, make on-site contact with students, teachers, principals, and special education resource teachers to discuss students’ needs in a direct manner and in collaboration with hearing resource teachers; 2. Assess students’ listening needs in partnership with teachers, parents/guardians and students themselves. ADVISORY In addition to involvement with deaf/hard of hearing students, the educational audiologist is a resource available to all staff with regard to issues such as: ∙ Impact of hearing loss and rehabilitative choices; ∙ Development of listening skills and self-advocacy; ∙ Technical devices. LIAISON The Educational Audiologist shall liaise with outside health practitioners: private practice and hospital-based clinical audiologists (including those at Bloorview Kids Rehab, Grandview Treatment Centre, Hospital for Sick Children), otolaryngologists, etc., to receive or make referrals as necessary.

43. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND RESPONSIBILITIES OF THE CHIEF SOCIAL WORKER THE CHIEF SOCIAL WORKER SHALL: 1. Coordinate and provide clinical supervision/consultation to social workers and attendance counsellors; 2. Evaluate the performance of and complete performance appraisals of the social workers and attendance counsellors; 3. Ensure compliance with professional and ethical standards of practice as outlined by the Ontario College of Social Workers and Social Service Workers; 4. Ensure confidential records and reports are secure and that social work and attendance documents meet professional and legal requirements; 5. Have knowledge of Board policies and legislation that social work and attendance services deliver; 6. Evaluate the delivery of social work and attendance services to ensure that the identified needs of students, specific populations and areas are met; 7. Organize and facilitate the delivery of social work and attendance services within the Board; 8. Liaise and consult with community agencies, professionals, Ministries to facilitate effective program delivery; 9. Facilitate the establishment of Board policies and guidelines when requested; 10. Identify the need for internal committees and facilitate the establishment and ongoing maintenance of these committees where appropriate; 11. Have involvement in Board and/or community committees as appropriate; 12. Provide ongoing consultation to teachers, administrators, schools and parents/guardians.

44. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 SERVICES PROVIDED TO STUDENTS AND FAMILIES: 1. Assessment of strengths and needs of students within the context of family, school and community; 2. Development of an intervention plan to address the student’s needs; 3. Short-term individual counselling of student; 4. Group counselling/interventions; 5. Short-term family intervention; 6. Consultation to parents/guardians; 7. Crisis intervention services to students. CONSULTATION WITH: 1. School staff about interventions within and outside the classroom; 2. School administrators regarding interventions with students and staff; 3. School staff to provide appropriate feedback regarding student’s goals and successes; 4. Interdisciplinary team members; 5. Board administration on delivery of programs within schools, about the needs of schools with high risk populations; 6. School staff and administrators when critical incidents occur within schools. COLLABORATION AND COMMUNICATION WITH: 1. Other providers of family and children’s services to provide a continuum of services for students and their families; 2. Community resource providers to plan coordinated services that will benefit the students and their families; 3. Community committees providing representation and input from Boards and school communities; 4. Community partners on protocols, policies and procedures of working together across system.

45. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 PREVENTION PROGRAM DELIVERY: 1. Offer presentations in such areas as:  Social skills development;  Anti-bullying;  Self-esteem;  Problem-solving. 2. Identify schools which require prevention programs from outside the Board and coordinate delivery of these programs; 3. Promote and collaborate with community partners in the delivery of specialized programs; 4. Provide in-service training to parents/guardians. PROFESSIONAL DEVELOPMENT IN-SERVICES 1. Offer presentation to school staff and other relevant Board staff on topics such as:  Legislation of mandated child abuse reporting;  Effective communication with parents/guardians;  Suicide prevention and early warning signs of students at risk.

46. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND FUNCTION OF SOCIAL WORK SERVICES Social Workers work with students, families, teachers and administrators in a variety of ways to resolve social, emotional and behavioural issues that impede a student’s progress. SERVICES PROVIDED TO STUDENTS AND FAMILIES: 1. Assessment of strengths and needs of students within the context of family, school and community; 2. Development of an intervention plan to address the student’s needs; 3. Short-term individual counselling of student; 4. Group counselling/interventions; 5. Short-term family intervention; 6. Consultation to parents/guardians; 7. Crisis intervention services to students. CONSULTATION WITH: 1. School staff about interventions within and outside the classroom; 2. School administrators regarding interventions with students and staff; 3. School staff to provide appropriate feedback regarding student goals and successes; 4. Interdisciplinary team members; 5. Board administration on delivery of programs within schools, about the needs of schools with high risk populations; 6. School staff and administrators when critical incidents occur within schools. COLLABORATION AND COMMUNICATION WITH: 1. Other providers of family and children’s services to provide a continuum of services for students and their families; 2. Community resource providers to plan coordinated services that will benefit the students and their families; 3. Community committees providing representation and input from Boards and school communities; 4. Community partners on protocols, policies and procedures of working together across system.

47. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 PREVENTION PROGRAM DELIVERY: 1. Offer presentations in such areas as:  Social skills development;  Anti-bullying;  Self-esteem;  Problem-solving. 2. Identify schools which require prevention programs from outside the Board and coordinate delivery of these programs; 3. Promote and collaborate with community partners in the delivery of specialized programs; 4. Provide in-service training to parents/guardians. PROFESSIONAL DEVELOPMENT IN-SERVICES 1. To school staff and other relevant Board staff on topics such as:  Legislation of mandated child abuse reporting;  Effective communication with parents/guardians;  Suicide prevention and early warning signs of students at risk.

48. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND FUNCTION OF ATTENDANCE SERVICES An Attendance Counsellor’s role is defined within the Education Act & Instructions for the Use of Computerized Enrollment Registers for Elementary and Secondary Schools. Attendance Counsellors provide services to students under 18 years of age who exhibit attendance problems. THE ATTENDANCE COUNSELLOR SHALL: 1. Work with school staff on “right to attend” issues; 2. Provide services to students and families where attendance remains a problem despite in- school support; 3. Work with school staff to promote regular attendance, early intervention, and to provide prevention programs; 4. Act as a consultant to Secondary Student Success Teams. EARLY IDENTIFICATION - THE ATTENDANCE COUNSELLOR SHALL: 1. Liaise with in-school personnel to identify students who are at risk for non-attending; 2. Ensure that students who have been identified as at risk continue to be monitored as they make the transition to high school; 3. Provide in-services to teachers to assist in the early identification of at risk students. PREVENTION - THE ATTENDANCE COUNSELLOR SHALL: 1. Facilitate the implementation of class and school wide initiatives that speak to attendance issues; 2. Consult with school personnel to assist them in resolving attendance issues before referral to the attendance counsellor is necessary; 3. Provide resource materials relating to attendance to school and communities.

49. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 INTERVENTION - THE ATTENDANCE COUNSELLOR SHALL: 1. Upon receipt of a written referral, identify the factors that are inhibiting a student’s attendance by consulting with:  School administration;  Appropriate staff;  Families;  The student;  Community agencies;  Board support services. 2. Implement a plan that is intended to enable the student to attend school which may include:  Individual counselling;  Family support;  Modification of educational program;  Referral to Board support services and/or community agencies;  Referral to alternative programming (SALEP);  Consulting with Attendance Review Committee;  Provincial Court. 3. Review student’s attendance to determine whether further interventions are required.

50. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND FUNCTION OF MENTAL HEALTH LEADER Provide leadership for the Board's Child and Youth Mental Health and Addictions Strategy. The Mental Health Leader will enhance professional staff mental health/addictions expertise and provide reports to the Minisry of Education, Board, Senior Management, committees and others as required, development of protocols related to mental health/addictions, coordinating the Board's Mental Health and Addictions Steering Committees, attending Special Education Management Meetings. Coordinate, align and implement Board-wide Mental Health and Addiction Strategy. THE MENTAL HEALTH LEADER SHALL: 1. Work with a variety of system leaders to coordinate, develop and implement a Board strategy to support student mental health and well being in a tiered support model. 2. Serve as liaison and Board representative for provincial mental health initiatives (Mental health ASISST) and collaborate with other mental health leaders across the province. 3. Establishes board wide programs/approaches to support student mental health education. 4. Lead a Mental Health Steering Committee composed of clinical staff or clinicians, principals, community partners, teachers and students to provide ongoing advice and recommendations, making direct links to the Safety and Well Being and Equity and Inclusive Education Teams. 5. Develop a survey and conduct a scan of the current state to determine areas of need and areas where effective practice already exists. 6. Coordinate the delivery of mental health awareness and mental health literacy programming to a variety of stakeholders within the Board and facilitate these staff training sessions. 7. Clarify and establish protocols for schools to support students with mental health concerns including promotion, prevention for all students as well as intervention strategies in a tiered approach. 8. Enhance and foster collaborative relationships with community stakeholders and agencies and establish/clarify protocols for accessing service. 9. Coordinate Suicide prevention awareness and training. Be accountable to ensure all mental health initiatives are implemented effectively throughout the Board. 10. Perform other duties as assigned.

51. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 ROLE AND FUNCTION OF THE SPECIAL EDUCATION RESOURCE TEACHER (SERT) Direct Support Personnel Organization:  Parent volunteer letter, EA allocation form, secondary school co-op supervisor. O.S.R. intake:  Screen and organization. Direct Support Scheduling:  For: EAs, volunteers, co-op students, SERT’s, etc.. Direct Support Programing:  For: EAs, volunteers, co-op students, SERT’s, homework programming, etc. training/in-serving of EAs, volunteers, co-op students, etc.. Direct Support Communication:  Parents’ consent, teachers. Program Modification In-servicing to Staff:  Provide support materials. School Team Meeting:  Initial meeting with all classroom teachers to discuss at-risk and identified students. IEP:  In-servicing  Transition planning (PPM 156) Area Team Meeting Communication re: New Admissions:  Parents, previous SERT, teacher, outside agencies, area team. Ministry of Education October / March Report Integration of Special Education Classes and Reverse Integration Communication with parents of Identified and At-risk students Assisting Classroom teacher in Report Card Writing and IEP Evaluations Coordination and Implementation of Reading Programs:  E.g., Paired Reading, Repeated Reading, First Steps. Gifted Identification Process Kindergarten Students:  Review teacher screens and concerns;  Speech and language screens and concerns.

52. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-2 2015 06 30 Communication: Special Education Procedures and Issues Facilitating IPRC Process EQAO Record Keeping Direct Service:  Assessment – Informal / Formal / Screens / Diagnostic / Baseline etc.;  Student observations;  Profiles;  Student Support: - In-class and/or withdrawal; - Test taking; - (Aim for half of the time allocated for direct support);  Class visits;  Homework programs / Check-ins / Check-outs / Agenda;  Monitoring of behaviour modification programs / incentive programs;  Study Skills program;  Social Skills programs. SIP/SEA Funding Packages Review of Placement High School Assistance:  Assist with high school course option / selection sheets;  Assist with grade 8 visits / orientation for high school;  Assist teachers to update expectations / modifications of IEP.

53. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-3 2015 06 30 SPECIAL EDUCATION REPORT - 2015-2016 EARLY IDENTIFICATION PROCEDURES and INTERVENTION STRATEGIES SECTION B-3

54. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-3 2015 06 30 EARLY IDENTIFICATION PROCEDURES and INTERVENTION STRATEGIES The Durham District School Board recognizes the importance of the first contact parents have with the school system. It is the policy of each school to provide a welcoming orientation for all students entering school for the first time, including those who may have special needs. Once a child with special needs has been registered, the school and the parents will work with the Special Education resource staff to collect and review information related to the child’s needs and formulate a plan for school entry. Strong partnerships exist with agencies serving pre-school children. Discussions may be held before a child begins school to help identify needs of the student. For a student with special needs, the process typically involves:  a contact with pre-school providers  information sharing with parental permission  resource staff visits to the pre-school  meetings with parents/advocates and consultative staff  formation of an entry plan including consideration for accessibility issues, equipment needs, class match and support required  arrange visits for student and parents to the new site  in-service workshops as required for the staff involved with the student Much of the early identification of children at risk is done by agencies serving the whole community. The many agencies serving the Durham Region are listed in the Kindergarten Organizational Guide. Communication with the school well in advance and careful monitoring in the school setting through teacher observation and portfolio assessment can lead to the setting of meaningful educational expectations in the early years. A wide range of assessment and program resources and instructional strategies may be used to support the needs of all learners as well as children who require significant modifications beyond the classroom program expectations.

55. SECTION B SPECIAL EDUCATION REPORT- 2015/2016 RK:sc Section B-3 2015 06 30 The Board supports these initiatives by providing resources and in-service opportunities for classroom teachers, special education staff and school administration such as:  Levelled Literacy Interventions (LLI)  Leaps and Bounds (L & B)  Gap closing  Benchmark Assessment System (BAS)  Key Links  Math Readers  PRIME  Numeracy Nets The continued guidance of resource staff is also available to support teachers in program modifications, accommodations, scheduling and use of appropriate resources. As mandated by the Ministry of Education in Policy/Program Memorandum No.11, these procedures are part of a continuous assessment and program planning process which is initiated when the 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. It is possible that some children may be referred to an IPRC for identification/placement in later grades. However, meaningful inclusion in the stimulating language-rich early years classroom is desirable for all students regardless of need. Please refer to the Parents Guide to Special Education section B-4 for policies/procedures informing parents that their child is having difficulty and may require an IPRC. The Durham District School Board’s approach to Literacy and a summary from the Teacher Survey on Assessment and Implementation of Reading and Writing are included here.

56. SECTION B SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section B-4 2015 06 30 SPECIAL EDUCATION REPORT - 2015-2016 THE IDENTIFICATION, PLACEMENT and REVIEW COMMITTEE(IPRC) PROCESS and APPEALS SECTION B-4

57. SECTION B SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section B-4 2015 06 30 SPECIAL EDUCATION Parent’s Guide DURHAM DISTRICT SCHOOL BOARD 400 Taunton Road East Whitby, Ontario, L1R 2K6 1-800-265-3968 or (905) 666-5500 TTY: (905) 666-6943

58. SECTION B SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section B-4 2015 06 30 Parent’s Guide The Durham District School Board recognizes that within the student population a wide spectrum of educational needs may exist. Addressing these needs involves using a range of approaches. Responsibility for a student’s education is shared by the student, parents and school team. 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 and Training. http://www.edu.gov.on.ca/eng/parents/speced.html 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. Special education services are defined in the Education Act as the facilities and resources, including support personnel and equipment, necessary or developing and implementing a special education program. What is Durham’s Approach to Special Education? Who is identified as an exceptional pupil? What is a special education program? What are special education services?

59. SECTION B SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section B-4 2015 06 30 The Case Conference is intended to be an informal, problem-solving team. The purpose of the Case Conference is to arrive at the best possible placement to meet the needs of the student. As such, parents are key players in any decision-making. It is hoped that parents will feel comfortable and free to participate actively in the discussion of their child’s education. Students over 16 years of age may attend the Case Conference and participate fully. The chairperson of the team will introduce everyone, explain the purpose of the meeting, and encourage parents to participate fully in the discussions. At the Case Conference the chairperson will ask that a summary of all information be presented to the team. Parents will be offered an opportunity to review this information. The Case Conference will review all available information about your child. The members will:  consider and educational assessment of your child;  consider, subject to the provisions of the Health Care Consent Act, 1996, a health or psychological assessment of your child conducted by a qualified practitioner, if they feel that such as assessment is required to make a correct identification or placement decision;  interview your child, with your consent if your child is less than 16 years of age, if they feel if 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 of older The team may discuss any proposal that has been made about a special education program or special education services for your child. Team 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. At this time, the team should describe the nature of the self-contained class or mainstream option to you. Options may also include provincial or demonstration schools run by the Ministry of Education and Training. Transportation may be provided depending on your child’s needs, age and the location of the program. Parents will be invited to ask questions and to join in the informal discussion. An Identification, Placement and Review Committee (IPRC) is a legal committee of the Durham District School Board. It is mandated under Regulation 181 of the Education Act. What happens at a Case Conference? What is an IPRC?

60. SECTION B SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section B-4 2015 06 30 The committee will:  decide whether or not your child should be identified as exceptional;  identify the areas of your child’s exceptionality according to the categories and definitions of exceptionality provided by the Ministry of Education;  after considering the options available, the committee will also decide an appropriate placement for your child based on individual needs and strengths;  review the identification and placement at least once in each school year. Identification is based on parent or school’s realization that the student has issues that need to be addressed with appropriate support. The process includes assessment by school board professionals and the results are shared at school team meetings (or case conferences) with the parents. If appropriate, then an IPRC may be requested.  The school team may request an IPRC based on their assessment of our child’s progress. They will inform you in writing;  You, as a parent/guardian, have the right to request an IPRC. The request must be written and sent to your child’s school principal. The principal shall organize the IPRC and inform you in writing of the process and timelines. Within 15 calendar days of receiving your request, the principal must provide you with a copy of the Parent Guide. Before the IPRC will be held, the principal or chair will provide you with written notice of when the IPRC shall meet (location, date and time). If the date is not convenient you may request an alternate date or time and the principal or chair will try and accommodate your request. Let the school principal know as soon as possible if you cannot attend. If you do not want to attend then the principal will forward to you a copy of the IPRC form and a written statement of the decision of identification and the recommendations of placement after considering the options available. Staff who have come to know and work with your child will attend an IPRC. You as the parent are key to the meeting. If your child is 16 years or older they should attend. If your child is younger and it is appropriate, they may attend. You may choose and are encouraged to bring a representative(s). If you need an interpreter, one can be provided. There will be three people designated from the board. These ay include a Superintendent and/or Principal. It may How is an IPRC meeting requested? Who attends an IPRC?

61. SECTION B SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section B-4 2015 06 30 include the Special Education Officer, or other Education Officers from the central office. Others might include:  Special Education Resource Teacher (SERT), or Head of Special Education from the school  The classroom teacher and/or other teachers from the school  Facilitators form the area or central team  Professional support staff – speech and language or psychological services Either you or the principal of your child’s school may make a request for the attendance of others at the IPRC meeting. At the IPRC everyone will identify themselves and let you know of their relationship to your child. At least 10 calendar days in advance of the date, the principal or chair of the IPRC will inform you in writing. It will contain the location, date and time of the meeting. It will ask you if you want to attend. You are welcome to bring other people with you such as a representative from a local community agency. Please let the principal or chair know who else you may be brining to the IPRC. By appointment, and IPRC may be scheduled outside of school hours. If you cannot attend let the principal or chair know as soon as possible and they will attempt to provide you with an alternate date or time. The IRPC is intended to be a formal meeting. The purpose of the IPRC is to formally consider and document your child’s strengths and needs. A regular classroom placement (mainstream placement) should be considered as the first option. Before recommending a placement in a special education class (small class placement) the IPRC must decide whether this placement will meet your child’s needs and be consistent with your wishes. At the IPRC, the chairperson will ask that a summary of strengths and needs be presented to the committee. Parents will have been offered an opportunity to review this information prior to the meeting. The IPRC will review all available information about your child. The members will:  consider and educational assessment of your child; What happens at the Identification, Placement and Review Committee (IPRC) meeting? How will you know about an IPRC?

62. SECTION B SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section B-4 2015 06 30  consider, subject to the provisions of the Health Care Consent Act, 1996, a health or psychological assessment of your child conducted by a qualified practitioner, if they feel that such as assessment is required to make a correct identification or placement decision;  interview your child, with your consent if your child is less than 16 years of age, if they feel if 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 of older The committee may discuss any proposal that has been made about a special education program or special education services for your 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. Parents will be invited to ask questions and to join in the discussion. A placement decision will usually be made immediately. In addition, an identification and placement decision will be formalized. The chairperson will explain it carefully. Parents will be given a written record of the recommendations of the committee. The committee:  decides if your child is “exceptional”, and if so, designates the area of exceptionality as defined by the Ministry of Education and Training  will examine placement options based on your child’s needs and strengths where the IPRC has identified your child as exceptional  decides on one of five placement options defined by the Ministry of Education as outlined: o a regular class with indirect support o a regular class with resource assistance o a regular class with withdrawal assistance o a special education class with partial integration o a special education class full time  will list the reasons for that choice if placement will be in a self-contained class  may recommend specific programs or services What decisions can the IPRC make?

63. SECTION B SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section B-4 2015 06 30 An IEP is an Individual Education Plan. The IEP is developed by the school with consultation and input from you the parent, and from the school team and may include input from the central board staff. It must include:  a statement of the student’s strengths and needs;  specific education expectations;  an outline of the special education program and services that will be provided;  a statement about the methods by which your child’s progress will be reviewed; and  a plan for all macro transitions (such as the transition between grades or schools) The IEP must be completed within 30 schools days after your child has been formally placed in the program by an IPRC, and the Principal must ensure that you receive a copy of it. Every student in the fall will receive an updated IEP within 30 working days of the start of school. The IEP is a working document that will be updated for every reporting period, or as student needs and strategies change. Small class placements are only offered at certain schools in the Durham District School Board. Some small classes are only in an elementary setting, some exist only in the secondary setting, and others exist in both.  Associated  Behaviour Assessment  Behaviour Intervention  Deaf and Hard of Hearing  Developmental  Gifted Program  Language  Learning Strategies  Modified  Multiple Exceptionalities  Practical Learning Program  Resource Room  Structured Learning What is an IEP? Small Class Placements in the Durham District School Board

64. SECTION B SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section B-4 2015 06 30 If you agree, then you will be asked to indicate by signing the IPRC form that you agree with the designation of the exceptionality and the placement. You may take the form home to consider or you may sign the form at the conclusion of the IPRC. You have a maximum of 30 working days. The appropriate staff will then notify the school that you agree with the decision and that an IEP will be developed within 30 school days of formal placement within the recommended program. If you disagree with either the identification or the placement, you have 2 options available to you: 1. Within 15 calendar days of receiving the decision, request an additional meeting to re- evaluate the decision of the IPRC. The principal must hold the meeting as soon as possible. Following the meeting, the Chair of the IPRC must advise the parent of any changes to the decision of the IPRC. If after the second meeting to re-evaluate the IPRC decision you still disagree, then you have 15 calendar days to appeal the decision in writing to the Director of Education, Durham District School Board, 400 Taunton Road East, Whitby, ON, L1R 2K6 2. Within 30 calendar days of receiving the initial IPRC decision, the parent may appeal the decision in writing to the Director of Education, Durham District School Board, 400 Taunton Road East, Whitby, ON, L1R 2K6 Every identified student shall have his/her exceptionality and placement reviewed by a committee at least once a year. Parents/guardians and/or students 16 years of age or over are always invited to attend and participate fully in the IPRC review meetings. If you agree with the IPRC decision? If you disagree with the IPRC decision? Review Process

65. SECTION B SPECIAL EDUCATION REPORT - 2015/2016 RK:sc Section B-4 2015 06 30 The principal or parent may request a Review after the student has been in a placement for three months. The parent would write to the principal of the school and request a Review. If the parent disagrees with the decision reached at the Review, the parent may appeal in the same way as described for the original IPRC. The appeal process involves the following steps:  The board will establish a special education appeal board to hear your appeal. The appeal board will be composed of three persons (one of whom is selected by you, the parent) who have no prior knowledge of the matter under appeal.  The chair of the appeal board will arrange a meeting to take place at a convenient time and place, but no later than 30 calendar days after the chair has been selected (unless parents and the board both provide written consent to a later date).  The appeal board will receive the material reviewed by the IPRC and may interview any persons who may be able to contribute information about the matter under appeal.  You the parent, and your child, if he or she is 16 years old or over, are entitled to be present at, and to participate in, all discussions.  The appeal board must make its recommendation within 3 days of the meeting’s conclusion. 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 calendar days of receiving the appeal board’s written statement, the school board will decide what action it will take with respect to the recommendations (board are not required to follow the appeal board recommendation and may choose to go to the Special Education Tribunal).  You may accept the decision of the school board, or you may appeal to a Special Education Tribunal. You may request a hearing by writing to the secretary of the What happens in the IPRC appeal process?

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