 An overview of our policies, roles and responsibilities as collaborative members of the school Special Education Team

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 What does the inclusive classroom look like, feel like and sound like?  How do you as an educator seek out opportunities to ensure your classroom is inclusive?

“If a child can’t learn the way we teach, maybe we should teach the way they learn.” -Ignacio ‘Nacho’ Estrada Traditional Instruction Differentiated Instruction Covering the curriculum is my first priority and directs my teaching I base my teaching on students’ learning needs as well as the curriculum I emphasize mastery of content and skills I emphasize critical and creative thinking and the application of learning I primarily use whole-class instruction (Part to Whole) I use several instructional formats: whole class, small groups, partners, individual (Whole to Part) All students complete the same activity at the same time As appropriate, I give students opportunities to have input into what activities they want to work on

 Place Special Education Plans (SEP) in the Provincial context (Reg. 306)  Highlighting key pieces of the OCDSB SEP, particularly the early identification procedures and intervention strategies  Steve MacLean perspective: How does the tiered model translate at our school

Regulation 306: Special Education Programs and Services of the Education Act requires:  Every school board in the province must prepare, approve and submit a report outlining all the special education programs and services, every two (2) years  Each school board is required to review, maintain and amend the SEP as needed to ensure the needs of exceptional students are being met

There are 16 standards which school boards must include in their report. The purpose of the SEP is two fold: 1.To inform the Ministry and the public about the programs and services available to exceptional students. 2.Ensure standards for special education are consistent across the province.

Essential Components:  A continuum or range of placement options  Multi-disciplinary professional supports  Integration opportunities within the community school  Timely assessments  Current, outcome-based IEPs (SMART Goals)  Equitable access to specialized programs

Tiered Approach Early Identification and Intervention  Regular classroom  On-going assessment and monitoring by classroom teacher  Differentiated instruction  R egular classroom w/ support  On-going assessment and monitoring by In-School Team  More intensive instruction/interventions  Specialized support/placement  Extensive assessment and monitoring by Multi-D team  Specialized support and individualized interventions

Tiered Approach Early Identification and Intervention Role of the Classroom Teacher Tier 1 and Tier 2  Gather information regarding students  OSR, former teachers  Parent questionnaires and interviews  Students’ learning style and interests  Formal and informal assessments  Compile information in a Classroom Profile  Select instructional strategies and plan program based on students’ strengths and needs (differentiated instruction)  Review students’ response to instruction  Identify students that are at-risk (consult with in-school support team-referral form and student profile)

Tiered Approach Early Identification and Intervention Role of the In-School Support Team Tier 2 and Tier 3  Meet on a regular and consistent basis  Review student profile and referral forms submitted by teachers  Brainstorm strategies and offer recommendations (small group instruction, educational assessment, IEP etc.)  Monitor progress and reassess at-risk students  Refer/Consult with Multi-Disciplinary

Tiered Approach Early Identification and Intervention Role of the Multi-Disciplinary Team Tier 3 -The Multi-D team is made up of support service professionals such as learning support consultants, social worker, psychologist, speech and language pathologist or physio/occupational therapist.  Consult with in-school support team  Conduct extensive assessments  Hold case conferences with parents, LST to provide assessment feedback and make program and placement recommendations (referral to itinerant teachers, community resources (section 23) or IPRC)

Tiered Approach Program and Placement Options Regular Classroom Placements  With indirect support (Teacher receives consultative services)  With specialized support(Itinerant teacher or EA)  With resource assistance  With monitoring or support from the LST.  With withdrawal assistance

Tiered Approach Program and Placement Options Specialized Programs * Requires a signed application submitted to a central recommendation committee Asperger’s Autism Behaviour support Deaf/Hard of Hearing Developmental disabilities Dual support General learning Gifted Specialized Language Learning disability Learning disability Physical support Primary Special Needs

Tiered Approach Program and Placement Options Provincially-Based Supports and Placements  Section 23  Champlain Community Care Access Centre (CCAC)  Hospitals (CHEO) or treatment centers  Demonstration/Provincial Schools

Peter Gregory – 1.0 Learning Support Teacher (LST) Lead Spec Ed Administrator/Contact Spec Ed Contact for Junior and Intermediate Tara Carver Learning Support Teacher (LST) Lead Autism Administrator/Contact Spec Ed Contact for Primary Sylvia Sicluck-1.0 Special Education Teacher (LRT) Spec Ed Contact for 5 classes Christine Crowder-.50 Special Education Teacher (LRT) Spec Ed Contact for 2 classes 5.0 – Educational Assistants 1.0 Supporting SK and JK Classes 1.0 supporting 3 Autism Students and Cochlear Implant Student 2.0 Supporting Primary/Junior Classes 1.0 Supporting Junior/Intermediate Classes

Learning Support Consultant – Claire Darby Millar Consults as needed Psychologist – Dr. Neeti Sachdeva Visits ½ day weekly Speech and Language Pathologist – Serena Rebello Visits ½ day weekly Social Worker – Robert Matt Manion Visits ½ day alternating weeks Occupational Therapist (CCAC) – Lucinda Goddard Visits full day weekly Itinerant Teacher of Deaf and Hearing Impaired – Marilyn Minaker Visits 2 full days each week ASD Team – Lori Fraser Consults as needed Referrals must be submitted through the in-school support team.

There are no specialized programs at Steve Maclean. All exceptional students are integrated into the regular classroom. Regular classroom placements include:  With specialized support (itinerant teacher/EA)  With resource assistance  With monitoring or support from the LST.

There are 98/941 students on IEPs  6 students are identified with ASD  3 students are developmentally disabled  4 students have a cochlear implant  5 students are mild intellectually disabled  6 students have a language learning disability  8 students have a learning disability 66 students on IEPs that are not IPRC’d

Our overall responsibility is to provide on-going assessment and monitoring to meet the needs of exceptional students in our school HOWEVER……. How are we going to meet the needs of all our exceptional learners?

Tiered Approach Regular Classroom Teacher on-going assessment and monitoring differentiated instruction refer at risk students to in-school support team In-School Support Team review referrals on-going assessment and monitoring provide more intensive instruction, interventions and support Multi-Disciplinary Team extensive assessment and monitoring case conferences, referrals and recommendations specialized support and individualized interventions or placements

Including Exceptional Students in the Regular Classroom  1 planning period per cycle with special education contact  Discussing at risk students  Planning lessons/units  Collaborative assessment of strengths and needs of students  Special education support within the classroom for collaborative teaching opportunities and small group instruction  Data collection, on-going assessment  Special Education contact teacher can assist collecting data, supporting groups during assessment  Standardized referral form easier to complete – less time consuming

Special Education Staff (teachers/EAs)  Transition workshops for students with ASD  Collaborative teaching strategies Classroom Teachers  Writing IEPs  Assistive Technology  Lunch and Learn  ASD students in the classroom  Developing Class profiles

Reavis, George. Animal School: A fable retrieved May 24,2009 from Ontario Ministry of Education (2000). Standards for School Boards’ Special Education Plans and/iepstand.pdf and/iepstand.pdf Ottawa Carleton District School Board Special Education Plan Ed-Plan09.pdf