TRANSITION TO SCHOOL Josée Cholette (NEO Kids CTC) Christina Raso (Sudbury Catholic DSB) Joanne Taillon (Rainbow DSB) December 6, 2018

Introduction Welcome Agenda for the evening The transition to school is a big step Parents have many things to consider Process

Process for Planning and Decision Making What parents can do? Talk to other parents Attend open houses, visit schools with special education consultants Consult with the service providers working with your child: your child’s pediatrician, consultants at CCR, therapists at NEO Kids CTC, parent adviser at NEO Kids ICDS, service coordinator at CCN, speech-language pathologist at Wordplay, Blind/low vision program, child care providers

What happens and when? August-December Start thinking about your child’s entry into school Discuss options with your child’s service providers Ensure referral for needed screening/assessments are made January Community agencies identify children that need support and are eligible to attend school in September 2019 (e.g. NEO Kids CTC, Wordplay, CCR, NEO Kids Infant Child Development Services, CCN, CFC, Blind/Low vision, Infant Hearing)

What Happens and When? January continued: Therapists at the NEO Kids CTC make recommendations for school placements and transportation for the fall (e.g. community school, NEO Kids CTC classroom) Open houses occur in all four school boards February: NEO Kids CTC classroom children are selected School planning packages need to be submitted to the school boards – deadline is mid-February School boards want to know which children will be going into their system and what their needs are

What happens and when? March: Case conferences with schools and special education consultants, school registration, SBRS referrals Spring and Fall: Ordering of equipment (e.g. chairs) IPRCs in community schools and Neo Kids CTC Therapists arrange any needed school visits Bus transportation finalized Spring Open Houses, Welcome to Kindergarten events First Time Rider program

The Education System The Identification Placement Review Committee (IPRC) process: Legal, formal identification and placement process Annual review Strengths and needs Three staff members present Parents may bring an advocate

The Education System (IPRC exceptionalities) Behaviour Communication: -Autism -Deaf and Hard of Hearing -Language Impairment -Speech Impairment -Learning Disability Intellectual: -Gifted -Mild Intellectual Disability -Developmental Disability Physical: -Physical -Blind & Low Vision Multiple

The Education System (IPRC placements) Regular classroom with support: Students remain in the regular classroom while under the care of both the school’s Special Education Teacher and the Classroom Teacher. The Special Education Teacher assists the Classroom Teacher in the development and implementation of the IEP. Self-contained classroom: Students are placed in specialized classrooms with a small pupil to teacher ratio. Students are integrated into regular classes as appropriate.

The Education System (cont.) Support in the classroom: Students may receive the support of a Special Education Resource Teacher in the regular class or on a withdrawal basis. Students may receive the support of an Educational Assistant at various times during the day for physical needs and/or safety.

The Education System (cont.) The Individual Education Plan: All identified students must have an IEP Reviewed three times per year Based on the child’s strengths and needs Instructional, environmental and assessment accommodations listed May include accommodations and/or modifications of the curriculum Includes a Transition Plan Behaviour and/or Safety Plans may form part of it Written within 30 school days of placement Parental input essential

The Education System (cont.) Assistive Technology/Equipment: Is typically recommended by a psychologist or psychological associate, physician, social worker, audiologist, speech- language pathologist, augmentative communication therapist, optometrist/ophthalmologist, occupational therapist, or physiotherapist Ministry of Education will authorize purchase (and reimburse boards for all but $800 for equipment not computer-based on a yearly basis) School boards will purchase technology/equipment If the student moves and equipment is still appropriate it will follow

The Education System (cont.) Transportation: Transportation Consortium services all local school boards, but is not owned by the school boards Transportation is provided for students with special needs who require specialized transportation

New Buses The special needs white & blue wheelchair buses will be replaced with brand new yellow buses. The new buses are equipped with a stop arm and flashing lights. Parents/guardians are responsible to buckle and unbuckle their child in the integrated seat at home unless the child is able to do so. Students sitting in all other seats on these buses will be required to buckle their seatbelt during the entire ride.  Monitors will be on the buses to assist students with their belts.

NEO Kids Children’s Treatment Centre Options for therapy once school begins: Speech-language services School Based Rehab Services Referral process The NEO Kids CTC classrooms Internal process for a small number of children Two classes (one English, one French) Support/therapy available

The Education System: Specialized Placements at the SCDSB Lifeskills at St. Francis: A specialized class for students with a developmental disability who require alternative programming The focus is on developing basic literacy, numeracy and independent living skills 2 primary/junior classes at St. Francis Intermediate/Secondary classes at St. Benedict & St. Charles College

The Education System: Specialized Placements at the SCDSB Communication Class at St. Francis: Students must be identified Communication: Autism Specialized skills will include development and support in the areas of: communication, behaviour, sensory integration, socialization, anxiety reduction and academics Assistive Technology provided in this program 2 primary/junior classes at St. Francis 1 secondary class at St. Benedict

The Education System: Specialized Placements at the SCDSB Skills and Development Class at Pius XII : Features hydrotherapy, a Snoezelen room and maximum care to meet the complex health needs of our students Educational Assistants work closely with teachers and health professionals to provide optimum service.

The Education System: Specialized Placements at the SCDSB Religion: Baptized Catholic or one parent Catholic Religion and Family Life Curricula Special Education philosophy that recognizes the dignity and rights of all students Outreach programs within the local community as well as the broader community Materials in school book rooms Teacher in services Religion and Family Life consultant Secondary school chaplains Links to local parishes

Rainbow DSB Philosophy on special education Programs and services: The Rainbow District School Board believes that integration should be the norm wherever possible. For some students, an alternative setting may be necessary when their needs cannot be served in an integrated setting. An ISP (Intensive Support Placement) may be considered for a student with a Mild Intellectual Disability, a Developmental Disability, moderate to severe Autism and/or multiple needs. ISP (Intensive Support Placements) are located in over 15 Rainbow District schools and offer: -a smaller student to teacher ratio -additional support from specialized staff and educational assistants -individual goal directed programming according to your child’s needs This specialized programming is individualized and may include modified and/or alternative expectations with a focus on life skill development, social skills, communication, functional academics etc. enabling all students with exceptionalities to reach their potential.

Rainbow DSB Philosophy on special education Programs and services: (cont.) Rainbow Schools are committed to working in partnership with parents/guardians. You are an important partner in the learning process. We value your input and encourage you to take an active interest in your child’s education. All students with an exceptionality have a right to quality education. The majority of students with an exceptionality can best be served within an inclusive education program. The array of needs of students with an exceptionality can best be served on a continuum of support.

Parental Perspective 1. Talk to other parents 2. Talk to the professionals who know your child and involve them whenever possible 3. Become familiar with the community school 4. Follow the process 5. Consider all your options and keep an open mind 6. Be aware that some schools have more experience with kids with special needs 7. Transportation can be a challenge 8. Visit the teacher prior to the start of school 9. Communication and being involved is crucial 10. Remember that YOU are the ultimate decision maker for your child

Questions? Christina Raso (705)673-5620 ext. 204 christina.raso@sudburycatholicschools.ca Joanne Taillon (705)523-3308 ext. 8213 tailloj@rainbowschools.ca Josée Cholette (705)523-7120 ext. 1483 jcholette@hsnsudbury.ca