1. Transition for Students with Disabilities from K-12 to Post-Secondary Education Transition du secondaire au postsecondaire pour les élèves ayant un handicap Education and Early Childhood Development / Éducation et Développement de la petite enfance April 30th 2012 / 30 avril 2012

2. INCLUSION Kim Korotkov Julie McIntyre

3. INCLUSION 1.Leadership / Leadeurship 2.Roles and Responsabilities / Rôles et responsabilités 3.Instruction and Learning / Enseignement et apprentissage 4.Professional Learning / Perfectionnement professionnel 5.Structures for Collaboration / Structures de collaboration 6.Equity / Équité

4. INCLUSION 7.Funding and Accountability / Financement et responsabilité 8.Personalized Learning Plans / Plans dintervention individualisés 9.Positive Learning Environment / Milieu propice à lapprentissage 10.High Schools / Écoles secondaires 11.Alternative Education / Éducation alternative 12.Resolving Conflict / Résolution de conflits

5. Communication Kim Korotkov Learning Specialist Student Services 444-4717 Julie McIntyre Agente pédagogique Direction des services aux élèves 453-2750

6. Special Education Plans Changes implemented in September 2010 Sandy Nickerson Learning Specialist, Student Services (Anglophone Sector)

7. Types of Special Education Plans (SEP-A) Accommodation plan Universal accommodations strategies, technologies or adjustments that enable a student to reach prescribed outcomes and can be used by the teacher / student as needed. Universal accommodations dont necessitate an SEP or prior approval for provincial assessments. (examples :extra time, quiet place, special seating, etc.)

8. Types of Special Education Plans (SEPS) Justifiable accommodations documented strategies, technologies or adjustments without which the student would not be able to access the curriculum. These accommodations are documented within an SEP and require prior approval to be accessed during provincial assessments.

9. Types of Special Education Plans (SEP) Examples of Justifiable accommodations: A scribe would be a justified accommodation if the child would not be able to succeed without the accommodation. Extended time would be a justified accommodation if it were more than double the time.

10. Types of Special Education Plans Modification plan: Some of the grade level curriculum outcomes of a subject area have been changed (or deleted) to address the specific needs of the student. The general intent of the curriculum is maintained but the depth of treatment of the outcomes has been altered or deleted.

11. Types of Special Education Plan (Modified plan continued) Decisions for modification involve the classroom teacher(s), the resource teacher, the parent/guardian(s), the school-based Student Services Team and the student when possible. Modifications can occur in one or more courses or subjects and are based on the regular curriculum.

12. Types of Special Education Plan Individualization Requires planning that deviates significantly from the regular curriculum. The student will not be expected to achieve many, if any, of the outcomes of the grade level curriculum. Can involve planning in areas other than educational outcomes (for example, toileting, feeding, dressing, etc).

13. Address any questions or concerns to; sandra.nickerson@gnb.ca Learning Specialist, Student Services Department of Education & Early Childhood Development Thank You! Contact Information

14. Plans dintervention (secteur francophone) Plan dintervention – programme détudes prescrits Plan dintervention – programme dadaptation scolaire Communication Jeanne Duquette Agente pédagogique en adaptation scolaire Direction des services aux élèves 453-2750

15. Transition des élèves ayant un handicap sensoriel Gisèle Desjardins Enseignante spécialiste en intervention auprès des élèves ayant un handicap sensoriel Communication Jasmine Gallant Agente pédagogique pour les élèves ayant un handicap sensoriel Direction des services aux élèves 453-2750

16. TRANSCRIPTS Tammy Strong Learning Specialist, Student Services (Anglophone Sector)

17. In order to facilitate appropriate placement at PSI, the Department of Education & Early Childhood Development recognises that it is critical that high school transcripts contain accurate: – course codes – course nomenclature – and where appropriate, an indicator for students with a modified Special Education Plan (SEP-M)

18. Course Code & Course Name For students in courses that are MODIFIED through Special Education Plans (SEPs), the following changes are made to the course code and name: * The standard code for the course is altered by adding the number 9 as the eight digit in the code. (Example – Modern History 113 is 1010233 but for a student taking a modified version of this course the code would be 10102339) * The standard course name is altered by the addition of an S at the end of the designation. (Example – Canadian History 122 would become Canadian History 122S for a student)

19. When a student transcript includes 1 or more courses that have an S at the end of the name and a 9 at the end of the code, the Yes checkbox should be selected to indicate that some courses have been modified to meet the needs of the student. In the comment field below the modified flag a school may choose to provide additional information but this is not required.

20. Accommodations Please note that accommodations are NOT reflected in the course name or code.

21. Transitioning Students with Diverse Needs – Pilot Project Beginning in the 2012-2013 academic year, EECD will partner with Harvey High School (a demonstration school) and other community-based stakeholders to pilot some evidence informed strategies to assist students with diverse needs as they transition from high school to post-secondary education and/or the world of work.

22. Contact Information Tammy Strong Learning Specialist, Student Services Department of Education & Early Childhood Development tammy.strong@gnb.ca (506) 453 2931