NTIP Nov 10, 2009 Judi Kochanka Kim Slomka Special Education: Secondary Panel

“Your strengths and your weaknesses, your joys and your fears, your struggles and your searchings will be welcomed in this community.” This Moment of Promise, The Ontario Conference of Catholic Bishops (1989)

Special Education Goals Higher levels of student achievement Reduced gaps in student achievement Increased public confidence in publicly funded education NOTE: These goals include students with special education needs

Ministry of Education Special Education Goals Improved student achievement and well-being Increased capacity of schools to effectively meet the needs of all learners Support the development and implementation of effective Individual Education Plans (IEPs) Enhanced collaboration among schools, families and community partners Improved balance between teaching and learning and required processes and documentation

HCDSB Special Education Services Goals : 1. Organize Special Education Services in a Family of Schools service delivery model. 2. Implement common assessment methods for students on alternative curriculum and for those requiring additional support on a daily basis. 3. Align Individual Education Plans with Ministry of Education Standards with a focus on the components of Parent Consultation, Assessment and Special Education Programs (alternative areas).

Approximately 79% of all students and 82% of secondary school students receiving special education programs and/or services are placed in regular classrooms for more than half of the instructional day. Inclusion Policy

Blessed are the trying students; for they shall teach us patience.Blessed are the trying students; for they shall teach us patience.

SRT-School Resource Team Is chaired by the school admin or Department Head of Guidance Special Education Head, CYC, Social Worker, Mental Health Nurse, guidance counselors, school administration. Functions as a multi-discipline collaborative, problem-solving group which holds meetings throughout the year Colleagues assist each other in providing instructional, social emotional strategies and resources to meet the strengths and needs of individual students. Students may NOT be formally identified.

Possible Outcomes of SRT: Allocation of school resources to support the student Allocation of community resources to support the student and the family Allocation of school board resources to support the student

Special Education Consultation Team Special Education Staff meet regularly to discuss programs and services for individual students Classroom teacher often provide current observations, assessments re: academic, behavioural and social strengths and needs. Most students are formally identified through an IPRC.

Outcomes of Special Education Team Meetings: Accommodations from IEP are reviewed Special Education support to the classroom teacher is reviewed Consider Board resources required Consider Professional Development available for support staff and classroom teachers

Special Education In-Class Support: Role of the SERT Emphasizes collaboration and peer support for the regular classroom teacher and identified special education students Assists classroom teacher in developing strategies and activities to support the inclusion of exceptional pupils within the regular classroom as outlined in IEPs includes: assessment, program implementation, program monitoring, direct instruction, communication and liaison with parents, board personnel and community agencies.

Special Education Supports Available to Secondary Panel Child and Youth Counselors Social Workers Speech and Language Pathologists-Consultation Behaviour Resource Team-transition services for grade 9 Psycho-educational Services Hearing and Vision Services Itinerant Teachers-ASD/DD-transitional support Itinerant Teacher-Assistive Technology Passages-Post 21 community support CCAC-OT and PT, nursing ROCK –community counselling CHANGE program

BEHAVIOUR INTELLECTUAL MULTIPLE Behaviour Giftedness Multiple Mild Intellectual Disability Developmental Disability COMMUNICATIONPHYSICAL AutismPhysical Disability Deaf and Hard-of-Hearing Blind and Low Vision Speech Impairment Language Impairment Learning Disability IPRC-Identifications

IPRC: Placement Regular Class with Indirect Support Regular Class with Resource Assistance Regular Class with Withdrawal Assistance Special Education Class with Partial Integration Special Education Class Fulltime

IPRC: IEP A plan for the student to access Ontario Curriculum or alternative curriculum in the classroom Outlines the supports, services that the student requires based on the strengths and needs as determined by the IPRC.

Blessed are the talented students; for they shall learn how to share their gifts with others.Blessed are the talented students; for they shall learn how to share their gifts with others.

IPRC: The Teacher’s Role Know your student! Know the student’s special education program - modified, accommodated or alternative. Implement the IEP in your classroom

Blessed are the children for their candour and honesty; for they shall bring us humility.Blessed are the children for their candour and honesty; for they shall bring us humility.

Accommodations Many (most) are accommodated only Level the playing field for the student For example, extra time, photocopied notes, chunking of instructions Don’t check IEP box on the Provincial Report Card See page 29 of the IEP Resource Guide

Modified Change in curriculum expectations May be a different grade level or a change to the expectation at the grade level Change can be in complexity, number of the expectation at any grade level Discuss modifications to program with your school SERT

Alternative Other than Ontario Curriculum Orientation and Mobility K Courses at the secondary level Enrichment

Blessed are those who are accepting and patient; for they shall enjoy the gifts of all God’s children.Blessed are those who are accepting and patient; for they shall enjoy the gifts of all God’s children.

Parent Engagement Communication with parents of exceptional students is key Shared role between teacher, SERT, school administration Shared Solutions SEAC-Special Education Advisory Committee

We are called to recognize the dignity of all persons in the community.

Blessed are those who recognize their role in educating a child; for they shall share the joy in celebrating a child’s achievement, as an individual, in their family, and as part of the community.Blessed are those who recognize their role in educating a child; for they shall share the joy in celebrating a child’s achievement, as an individual, in their family, and as part of the community.

References: Ontario Secondary Schools Grades 9-12 Program and Diploma Requirements (1999) Education Policy and Program Update to June 30, 2009 (2009) Special Education Transformation, Dr. Sheila Bennet (2006) Education for All (2005) Learning for All (DRAFT 2009) Individual Education Plan (IEP) A Resource Guide (2004) Transition Planning: A Resource Guide (2002) Shared Solutions (2007) Special Education Guide for Educators (2001)