1. …building up your knowledge Special Education 1

2.  The placement of students with exceptionalities in the regular classroom and neighbourhood school.  Ranging support services are provided in the classroom to students with special needs(students receive a range of services from regular class with withdrawal assistance, and regular class with resource assistance, regular class with indirect support).  When possible, services are brought to the student (rather than the student going to the service). 2

3. What does inclusion look like in your school? 3

4. The Charter of Rights Ontario Human Rights Code The Education Act Bill 82 and in Bill 212 (Safe School Act) 4

5. Special Education Advisory Committee A great site for Legislation and Regulations http://www.seac-learning.ca/unit4.htm LEGISLATION !!!!! 5

6.  Where the principal (board) may reduce the length of the school day.  Where the principal may arrange for the provision of home instruction.  Teacher qualifications in regard to spec.ed.  Principal supervision of professional support staff.  Maximum enrolment for spec. ed classes. 6

7. A board’s plan must provide information on the roles and responsibilities of the following in the area of special education in Ontario.  the Ministry of Education  the school boards  the board’s SEAC  principals and teachers of the board  parents or guardians  students 7

8.  Behavioural exceptionalities  Communication exceptionalities  Intellectual exceptionalities  Physical exceptionalities  Multiple exceptionalities 8

9. What is an IPRC? Identification, Placement and Review Committee Where to find your information… Regulation 181/98 of Education Act (page 681 in Education Statutes and Regulations of Ontario, 2009) Information about the IPRC and its processes/appeals. Page 1453 of Education Statutes and Regulations of Ontario, 2009 Monographs – Further information about IPRC process (i.e. presence of a pupil, other presenters etc.) http://www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html 9

10. IPRC Who attends? Composed of at least 3 persons; One must be principal or supervisory officer of the board; Other resource people (classroom teacher, special education staff, board support staff, representative of an agency, who may provide further information or clarification; representative of parent or student 16 years+ to provide support or speak on behalf of parent or student an interpreter, if one is required, e.g. sign language, oral, specific language. 10

11. Role of the IPRC Decide whether or not student should be identified as exceptional; Identify areas of exceptionality, using categories and definitions from Ministry; Decide on an appropriate placement. 11

12. What is your definition of exceptional? Does it match with the definition from the Ministry of Education? 12

13. Who is exceptional? The Ministry of Education … A pupil whose behavioral, communicational, intellectual, physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program…” 13

14. What is a special education program? Defined in Education Act; Based on and modified by the results of continuous assessment and evaluation; Includes a plan (Individual Education Plan: IEP) containing specific objectives and an outline of special education services that meet the needs of the exceptional pupil. 14

15. How is IPRC Meeting Requested? Principal: Must request IPRC meeting for student, upon receiving written request from parent; With written notice to parent, student is referred to IPRC when principal and teacher believe the student may benefit from a special education program. 15

16. May parents attend the IPRC? Regulation 181/98 entitles parents and students 16 years and older: to be present at and participate in all committee discussions about the student to be present when the committee’s identification and placement decision is made 16

17. What information will parents receive about the IPRC meeting? At least 10 days in advance, the chair will provide written notification of the meeting (date, time and place of the meeting) and an invitation to attend; The chair will ask parents to indicate whether they will attend; Before the IPRC meeting, parent receives written copy of any information about their child that the chair of the IPRC has received (may include results of assessments or a summary of information). 17

18. If parents are unable to attend... Principal arranges alternate date or time OR Principal forwards to parent as soon as possible after the meeting, for consideration and signature, IPRC’s written statement of decision regarding identification and placement and any recommendations regarding programs and services. 18

19. The IPRC Meeting Chair introduces everyone and explains purpose of meeting ; IPRC reviews all information about the student; Consider: educational, health or psychological assessment; Interview the student with parent’s permission, if less than 16 years old consider information submitted by parent or student 16 years; Discuss special education program/ services; Parents encouraged to participate; Make a decision. 19

20. Placement Decision Before placement in a special education class, the chair and committee must consider whether placement in regular class with special education services will: meet the student’s needs; be consistent with parental preferences; A special education placement (system class) requires written statement of reasons. 20

21. Written Statement of Decision Whether student is exceptional; Where the student is exceptional; Categories and definitions of exceptionality; Description of student strengths/weaknesses; Placement decision; Recommendations for program/services; Reasons for special education placement. 21

22. What next? If parent agrees with decision, sign statement; If the student is exceptional, there is a need for an IEP. 22

23. IPRC Review IPRC Review meeting held within the school year unless parent cancels; Parent may request IPRC review meeting any time after child has been in special education program for 3 months; Review is the same type of information as original meeting Consider progress in relation to IEP with parental written permission; Review placement and identification decisions and decide whether to continue or make a new decision. 23

24. Decision If parent does not agree: within 15 days of receipt of decision request a second meeting ; within 30 days of receipt of decision file a notice of appeal with the secretary of the board; notice of appeal within 15 days of decision after second meeting; if parent does not consent but does not appeal, board will instruct principal to implement decision. 24

25.  board establishes a special education appeal board;  comprised of 3 persons - one selected by parent - one board representative - chair  jointly chosen  within 30 days of being selected, chair arranges time and place of meeting;  appeal board receives the IPRC information and reviews it;  appeal board may conduct further queries;  recommendations must be made within 3 days of the meeting. 25

26.  agree with the IPRC and recommend that decision be implemented  disagree with the IPRC and make a recommendation to the board about the student’s identification, placement, or both  board provides written recommendations to parents and school board  within 30 days of receiving written decision, board decides on action (board is not required to follow appeal board’s recommendation)  parent may accept decision of the school board or appeal to the Special Education Tribunal. *** Information about the application process to the tribunal is included with the board’s decision 26

27. Are any pieces of the puzzle missing? 27

28. The Individual Education Plan (IEP) 28

29. What is it? Who has one? How is it created? What is my role? What does it contain? 29

30.  An Individual Education Plan (IEP) is a written plan which is developed, implemented, and monitored by school staff in collaboration with parents and the student if he/she is 16 years of age or older.  It is a flexible working document which is meant to be adjusted as necessary. What is an Individual Education Plan? 30

31. A summary of the student’s strengths, interests, and needs, and of the expectations for a student’s learning during a school year that differ from the expectations defined in the appropriate grade level of the Ontario curriculum. What is an IEP? 31

32.  a written plan of action prepared for a student who requires modifications of the regular school program or accommodations;  a tool to help teachers monitor and communicate the student’s growth  a plan developed, implemented, and monitored by school staff;  a flexible, working document that can be adjusted as necessary;  an accountability tool for the student, his or her parents, and everyone who has responsibilities under the plan for helping the student meet his or her goals and expectations ;  ongoing record that ensures continuity in programming; and  a document to be used in conjunction with the provincial report card. What is an IEP? The details… 32

33.  An IEP is not meant to be an individual effort on the part of the Special Education teacher to fulfill Ministry requirements.  An IEP is not meant to be a document created in isolation, without input of staff and parents.  An IEP is not meant to be something which should sit in a file, unexamined until the next review. Caution… 33

34.  … a description of everything that will be taught to the student;  … an educational program or set of expectations for all students;  …a means to monitor the effectiveness of teachers; or  … a daily plan. An IEP is not….. 34

35.  Student’s strengths and needs as recorded on the statement of decision received from the IPRC;  Relevant medical/health information ;  Relevant formal (standardized) assessment data ;  Student’s current level of educational achievement in each program area;  Goals and specific expectations for the student ;  Program modifications (changes to the grade-level expectations in the Ontario curriculum);  Accommodations required (supports or services that will help the student access the curriculum and demonstrate learning) Special education and related services provided to the student ;  Assessment strategies for reviewing the student’s achievements and progress;  Regular updates, showing dates, results, and recommendations ;  Transition plan (if required i.e. students on the ASD spectrum or over 14 years of age). Important information to Be Included in an IEP 35

36. A transition plan is the school’s written plan to assist the student in making a successful transition form school to work, further education and community living. Identifies goals for work, further education and community living that: - reflect actual opportunities and resources - are achievable by the student, given appropriate supports; Defines the actions that are necessary year by year to help the student achieve his/her goals. Clarifies the roles and responsibilities of the student, family, and others carrying out these actions. 36

37.  The transition from school to work, further education and community living can be particularly challenging for some exceptional students.  The probability of successful transition is significantly increased when school work with parents, employers, community agencies and providers of further education to develop coordinated transition plans for exceptional students.  School principals are required to ensure that a transition plan is prepared, as part of the IEP for each exceptional student who is 14 years of age or older, unless identified as gifted.  Regulation 181/98 IEP: Standard for Development, Program Planning and Implementation 2000 sets out the requirements for the transition plan. 37

38. Regulation 181/98 of The Education Act requires principals to ensure that an IEP is developed for….  students who are identified as “exceptional” by an Identification and Placement Review Committee  students who require specialized funding for resources and equipment; the IEP serves as a supporting document. Who has an IEP? 38

39. An IEP may be developed for students who require modifications, accommodations, and/or alternative programs (such as Gifted) but who have not been formally identified. This decision is made by the school’s Program Development Team, in consultation with parents. In addition… 39

40. current level of educational achievement in modified program area(s); annual program goal(s); specific program learning expectations; teaching strategies (if different than those usually provided); assessment strategies (if different than those usually provided). For students with modified programming (working at a different grade level in one or more subjects) the IEP also contains…. 40

41.  Assign primary responsibility for the IEP  Gather Information  Set the Direction  Develop the IEP  Implement the IEP  Review and Update the IEP IEP Process Checklist 41

42. Gather Information:  Review the student’s records (including the previous IEP and the IPRC statement of decision);  Consult with the student, parents, school staff, and other professionals;  Observe the student;  Conduct further assessments if necessary;  Review the student’s current work. IEP checklist – in detail! 42

43. Set the Direction:  Establish a collaborative approach (including the student and parents);  Establish roles and responsibilities. IEP checklist – in detail! 43

44. Develop the IEP:  Identify and record the student’s strengths and needs;  Identify goals and expectations;  Determine strategies and resources;  Identify accommodations, strategies, techniques, and/or environmental changes that the teacher will use to establish learning and the student can use to demonstrate learning;  Identify modifications that will be the basis of evaluation for the report card;  Develop a transition plan ( 14 and older);  Establish a monitoring cycle. IEP checklist – in detail! 44

45. Implement the IEP:  Share the IEP with the student, parents, school staff, and other professionals (providing a copy to parents and to the student, if 16 or older);  Put the IEP into practice;  Continuously evaluate the student’s progress;  Adjust goals, expectations, and strategies as necessary. IEP checklist – in detail! 45

46. Review and Update the IEP:  Update the IEP periodically (at least once per reporting period);  Review and update the IEP at year-end and when the student transfers to another school;  Store the IEP in the Ontario Student Record. IEP checklist – in detail ! 46

47. http://www.ontariodirectors.ca/IEP-PEI/index.html IEP samples Council of Ontario Directors of Education (CODE) 47

48. 1. Gather Information 2. Set the Direction 3. Develop the IEP 4. Implement the IEP 5. Review and Update the IEP The IEP Process 48

49.  establishing a collaborative approach;  establishing roles and responsibilities of each team member. How do you select the IEP team? 49

50.  assigns the primary responsibility for the IEP to one teacher;  facilitates collaborative planning, evaluation, and updating (between team members);  ensures the IEP is implemented, evaluated, and reviewed at least once each reporting period;  ensures all school personnel who work with the student understand their responsibilities regarding the implementation of the IEP;  ensures parents are consulted in the development of the IEP;  prepares the transition plan, consulting with community agencies and post-secondary institutions as required;  maintains the original copy of the IEP in the Ontario School Record;  signs the completed IEP. What does the principal do in the IEP process? 50

51.  collaborate in the process;  advocate for the child;  provide up-to-date medical information and any relevant assessments;  provide important information about the child: likes, dislikes, learning styles, interests, reactions to situations, talents, skills;  reinforce and extend the educational efforts of the teacher; provide opportunities to practise and maintain skills;  provide feedback on the transfer of skills to the home and community environments;  maintain open communication with the school. What do the parents do in the IEP process? 51

52.  participates as appropriate;  complies with school/board policies and procedures. What does the student do in the IEP process? 52

53.  contributes to the information-gathering stage;  writes the IEP (depending on the board);  plans, carries out, and assesses instructional programs for the student;  modifies or differentiates the expectations for the student’s learning as required by the IEP;  implements accommodations;  maintains ongoing communication with parents. What does the classroom teacher do in the IEP process? 53

54.  collaborates with and coordinates the involvement of other professionals;  provides diagnostic assessment, if needed;  generates ideas and suggestions for program accommodations/modifications;  provides advice about materials and resources;  provides support to the classroom teacher;  maintains ongoing communication with parents. What does the Special Education Teacher do in the IEP process? 54

55. Under teacher direction:  helps student with learning activities;  assists with accommodations and/or modifications;  monitors and records student progress;  maintains ongoing communication with teachers. Not all students with an IEP have an Educational Assistant. What does an Educational Assistant do in the IEP process? 55

56.  EAs are … Take a moment to complete this sentence in your mind and then turn to your elbow partner and share some of your thoughts. 56

57.  participate in the IEP process as requested;  help determine student’s learning strengths and needs;  train staff in the implementation of strategies;  provide advice about materials, resources, and strategies;  maintain ongoing communication with teachers;  conduct necessary assessments, with consent. What do support services professionals do in the IEP process? 57

58.  provide information/written documentation to support the IEP process, as requested;  help determine the student’s strengths and needs;  offer suggestions for strategies and accommodations. What do outside agencies do in the IEP process? 58

59.  attend meetings as requested;  have knowledge of the situation, the student, and the education system;  speak on behalf of the family and/or student when appropriate;  act in a professional, non-judgmental, non- confrontational manner. What do advocates do in the IEP process? 59

60.  Who is part of your Special Education Team?  Multi-Disciplinary Teams (Multi-D)  When, why and how often might your Multi-D team meet?  The In-School Special Education Team  Who is it?  Principal (or VP), Special Education teachers, ESL teachers, EAs, classroom teachers, etc…  What do they do?  Work together, typically within a problem-solving model, to ensure that the students’ needs are being met 60

61. Create the IEP in a collaborative manner using school staff, parents, the student, board personnel, and outside agencies. Build the IEP around the strengths and needs of the student. Remember that the IEP is a working document, subject to reviews, updates, and revisions. All of this will help to make the Individual Education Plan a tool to foster student achievement and success! IEP Highlights to Remember 61

62.  Your Board’s Special Education Site and Plan (revised every year) http://www.ocdsb.ca/op_special_education.asp http://www.ocdsb.ca/op_se_special_education_plan.asp  Guide for Educators (Ministry Document) http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide.html  Special Education Advisory Committee (SEAC) http://www.seac-learning.ca/unit1.htm  Ministry of Education – Principal’s Role http://www.edu.gov.on.ca/eng/general/elemsec/speced/transiti/4.pdf Where to find information? 62

63. References Individual Education Plans Standards for Development, Program Planning, and Implementation (2000) Ottawa Carleton District School Board Special Education Plan 2007-2008 Powerpoint presentation from Wanda Keeling, Mimi Mahaffy, and Julie Derbyshire Special Education A Guide for Educators (2001) Transition Planning: A Resource Guide, 2002, Ministry of Education is a guide offering a range of suggestions to implement the school’s transition-planning process. Weber, Ken & Bennett, Sheila. (2004) Special education in Ontario schools. (5 th edition). Palgrave: Highland Press. 63

64. Questions ? 64

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