Special Education Plan 2012-2013 - Algoma District School Board

ALGOMA DISTRICT SCHOOL BOARDSPECIAL EDUCATION PLAN2012 - 2013June 2012June 2012 1 of 68

Algoma District School BoardSpecial Education Report – 2012 -2013INDEX1. Board Consultation Process Page 42. General Model for Special Education Pages 4 - 53. Roles and Responsibilities Pages 5 - 74. Exceptionalities Pages 8 - 115. Identification of Special Needs Pages 12 - 136. Educational Assessments Pages 14 – 177. Special Education Staff Page 188. I.P.R.C.s. Page 199. I.E.P.s. Page 2010. Health Support Services Page 2111. Equipment Page 2212. Transportation Page 2313. Accessibility of Buildings Page 2414. Placements Pages 25 - 2815. Coordination of Services Page 2916. Staff Professional Development Pages 3017. Special Projects Pages 3118. S.E.A.C. Page 3219. Funding Page 3320. Appendices Pages 34 – 4821. Parent Guide Pages 49 - 69June 2012 2 of 68

APPENDICESBudget Appendix 1Early Identification Appendix 2/3/4/5Special Education Staff Appendix 6/7Letter to Parents re: I.P.R.C.Appendix 8 (i) (ii)Health Support Services Appendix 9Professional Development Appendix 10Accessibility UpgradesAppendix 11 (i) (ii)A Parent’s Guide to Special Education Appendix 12Provincial and Demonstration Schools Appendix 13SEAC Members Appendix 14June 2012 3 of 68

The Algoma District School Board Consultation ProcessThe Algoma District School Board consults with stakeholders in many different waysthroughout the school year. Regular meetings are held with service agencies, parents, preschoolservices and community representatives. In accordance with the Education ActOntario Regulation 464/97, the Algoma District School Board has established a specialeducation advisory committee. This committee is provided with the opportunity toparticipate in the board’s annual review of its special education plan. The Special EducationAdvisory Committee meets on a regular basis, (once per month). Updates from Boardpersonnel with regards to ongoing professional development and programming updates forexceptional students are also shared to keep the committee aware of the many changesoccurring in special education programming (computer equipment, programs, software).As well, a special education update is provided regularly at public Board meetings.The Annual Special Education Plan is available on the Board website for public access.For the 2012 - 2013 school year, amendments to the plan have been highlighted. SchoolCouncils are advised through their principals about the process and their commentsrequested during the Board budget process during which the Special Education Budget ispresented as a separate item. The report of S.E.A.C. on the Annual Plan is included in thisreport.Philosophy of the Algoma District School Board on Special EducationThe Algoma District School Board supports and offers the inclusion and integration of theexceptional student into the regular classroom as a first choice. In recognition of theunique qualities and diverse needs of each student, a range of support services andprograms is necessary. Recognizing that each exceptional student is unique, the approachto each need will complement and support the vision and goals of the family andcommunity.The Algoma District School Board Model for Special EducationThe Algoma District School Board’s Special Education Plan outlines the service-deliverymodel for the provision of special education programs and services. This plan is designedto comply with the Canadian Charter of Rights and Freedoms, the Ontario Human RightsCode, the Freedom of Information Act, the Education Act and regulations made under theAct, and any other relevant legislation.When a concern is brought forward from the school or to the school, special educationbegins. Usually the concern is brought forward by the classroom teacher that the studentmay be experiencing difficulty or is progressing beyond the scope of the classroomexpectations. There may also be an assessment conducted outside of the board that hasprovided a diagnosis, and this is brought to the attention of the in school team. The SpecialEducation Resource Teacher (S.E.R.T.) leads the team to plan academic strategies, andmay further investigate, through informal testing in the classroom or on a withdrawal basis,whether or not formal testing should occur if it does not yet exist. If informal testing showsareas of concern which require further investigation, the principal signs a referral formJune 2012 4 of 68

indicating a formal assessment is required, which is sent to the Special EducationDepartment at the central board office. The referral includes data and documentation,which is checked to examine whether an assessment would be appropriate for the student.Once approved, a consent form is completed by the parent/guardian/student and thestudent’s name is added to the list waiting for assessments to be completed by theappropriate professional. Once the assessment has been completed the report is broughtto the school, a conference is held and the assessment is presented to the concernedparties. If the parent/guardian/student consent, a copy of this assessment is placed in theO.S.R.Information from assessments which meets the criteria of a specific exceptionality results inan invitation to an I.P.R.C. (Identification, Placement, Review, Committee) and willdetermine appropriate modifications and accommodations that will be included in thestudent’s I.E.P.Roles and Responsibilities in Special Education(Taken from Appendix A, Standards For School Boards’ Special Education Plans)The Ministry of Education has been redefining roles and responsibilities in elementary andsecondary education in legislative and policy framework, funding, school systemmanagement and programs and curriculum.The Ministry of Education Roles and Responsibilities:• Defines, through the Education Act, regulations, and policy/program memoranda,the legal obligations of school boards regarding the provision of special educationprograms and services, and prescribes the categories and definitions ofexceptionality;• Ensures that school boards provide appropriate special education programs andservices for their exceptional pupils;• Establishes the funding for special education through the structure of the fundingmodel. The model consists of the Foundation Grant, the Special Education Grant,and other special purpose grants;• Requires school boards to report on their expenditures for special education;• Sets province-wide standards for curriculum and reporting of achievement;• Requires school boards to maintain special education plans, review them annually,and submit amendments to the ministry;• Requires school boards to establish Special Education Advisory Committees(SEACs);• Establishes Special Education Tribunals to hear disputes between parents andschool boards regarding the identification and placement of exceptional pupils;• Establishes a provincial Advisory Council on Special Education to advise theMinister of Education on matters related to special education programs andservices;June 2012 5 of 68

Special Education ExceptionalitiesThe Ministry of Education is developing new categories and definitions. At present, thefollowing definitions continue to be:BEHAVIOURA learning disorder characterized by specific behaviour problems over such a period oftime, and to such a marked degree, and of such a nature, as to adversely affecteducational performance, and one or more of the following may accompany that:a) An inability to build or to maintain interpersonal relationships;b) Excessive fears or anxieties;c) A tendency to compulsive reaction;d) An inability to learn that cannot be traced to intellectual, sensory, or other healthfactors, or any combination thereof.Board criteria: Behaviour assessment by a qualified professional (M.D., psychologist),including the use of objective measures of behaviour (e.g. Multiple scales demonstrating Tscores greater than seventy on measures such as aggression, delinquency, hyperactivity,impulsivity, etc.).COMMUNICATIONAUTISMA severe learning disorder that is characterized by:a) disturbances in: rate of educational development; ability to relate to the environment; mobility; perception, speech, and language;b) lack of the representational symbolic behaviour that precedes language.Board Criteria: Diagnosis of P.D.D. or Autism Spectrum Disorder by a qualifiedprofessional (M.D., reg’d. psychologist).DEAF AND HARD-OF-HEARINGAn impairment characterized by deficits in language and speech development because of adiminished or non-existent auditory response to sound.Board Criteria: Audiology documentation by a qualified professional (audiologist,M.D.), which indicates a moderate bilateral hearing loss that adversely affects educationalperformance.June 2012 8 of 68

LANGUAGE IMPAIRMENTA learning disorder characterized by impairment in comprehension and/or the use of verbalcommunication or the written or other symbol system of communication, which may beassociated with neurological, psychological, physical, or sensory factors, and which may:a) Involve one or more of the form, content, and function of language incommunication, andb) Include one or more of the following: language delay; dysfluency; voice and articulation development, which may or may not be organically orfunctionally based.Board criteria: Diagnosis by a speech language pathologist of a moderate to severeexpressive and/or receptive language delay.SPEECH IMPAIRMENTA disorder in language formulation that may be associated with neurological, psychological,physical, or sensory factors; that involves perceptual motor aspects of transmitting oralmessages; and that may be characterized by impairment in articulation, rhythm, and stress.Board criteria: Diagnosis by a speech language pathologist of a severe languagedysfunction.LEARNING DISABILITYA learning disorder evident in both academic and social situations that involves one ormore of the processes necessary for the proper use of spoken language or the symbols ofcommunication, and that is characterized by a condition that:a) is not primarily the result of: impairment of vision; impairment of hearing; physical disability; developmental disability; primary emotional disturbance; cultural difference; andb) results in a significant discrepancy between academic achievement and assessedintellectual ability, with deficits in one or more of the following: receptive language (listening, reading); language processing (thinking, conceptualizing, integrating); expressive language (talking, spelling, writing); mathematical computations;c) may be associated with one or more conditions diagnosed as:a perceptual handicap; a brain injury; minimal brain dysfunction; dyslexia; Developmental aphasia.June 2012 9 of 68

Board criteria: Discrepancy as indicated by the WIAT and the WISC between ability andperformance at the .01 level of confidence as indicated in a psychologicalassessment by a registered psychologist.INTELLECTUALGIFTEDNESSAn unusually advanced degree of general intellectual ability that requires differentiatedlearning experiences of a depth and breadth beyond those normally provided in the regularschool program to satisfy the level of educational potential indicated.Board criteria: Score of 130 or greater on the WISC III or IV as indicated in a psychologicalassessment.MILD INTELLECTUAL DISABILITYA learning disorder characterized by:a) An ability to profit educationally within a regular class with the aid of considerablecurriculum modification and supportive service;b) An inability to profit educationally within a regular class because of slow intellectualdevelopment;c) A potential for academic learning, independent social adjustment, and economicself-support.Board criteria: Cognitive measure of intelligence (WISC) that falls within theintellectually deficient range.DEVELOPMENTAL DISABILITYA severe learning disorder characterized by:a) An inability to profit from a special education program for students with mildintellectual disabilities because of slow intellectual development;b) An ability to profit from a special education program that is designed toaccommodate slow intellectual development;c) A limited potential for academic learning, independent social adjustment, andeconomic self-support.Board criteria: Formal diagnosis by a registered psychologist or M.D. according to DSM IVcriteria.PHYSICALPHYSICAL DISABILITYA condition of such severe physical limitation of deficiency as to require special assistancein learning situations to provide the opportunity for educational achievement equivalent tothat of pupils without exceptionalities who are of the same age or developmental level.Board criteria: Medical diagnosis (M.D.) of a severe physical condition which may affectmobility and motor skills and which will require special assistance in learning situations atschool.June 2012 10 of 68

BLIND OR LOW VISIONA condition of partial or total impairment of sight or vision that even with correction affectseducational performance adversely.Board criteria: Diagnosis by a qualified professional (M.D.).MULTIPLEMULTIPLE EXCEPTIONALITIESA combination of learning or other disorders, impairments, or physical disabilities, that is ofsuch nature as to require, for educational achievement, the services of one or moreteachers holding qualifications in special education and the provision of support servicesappropriate for such disorders, impairments, or disabilities.June 2012 11 of 68

Identification of Special NeedsThe Algoma District School Board has in place procedures that are a part of a continuousassessment and program-planning process, which is initiated when a child prepares toenroll in school and continues throughout a child’s school life. During this assessment,children are screened at an early age and intervention (if required) begins to addressdifficulties, which may negatively impact on their academic performance. The AlgomaDistrict School Board supports the Ministry document “Education for All” and the draftdocument 2009 'Learning for All" which has been written to assist teachers in helping all ofOntario’s students learn, including those students whose abilities make it difficult for themto achieve their grade level expectations.Junior Kindergarten to Grade Three – Early IdentificationThis process (see Appendix 2, 3, 4 & 5) begins during the registration process. Parents,daycare centres and Algoma Public Health staff are consulted about any existing medicalconditions or developmental concerns. Junior Kindergarten teachers are able to use theinformation provided to begin the early identification process following the Board designedEarly Identification Process.During the second term the teacher completes further forms, which pinpoint readinessindicators. Other developmental information is gathered through two self-portrait taskscompleted by the student. Internal referrals to the Special Education Resource Teacherare made if, at any point during the year long process, a concern is noted and the parentsconsulted. At the end of the student’s Junior Kindergarten year the package is placed inthe child’s O.S.R. and the process of information gathering continues into the SeniorKindergarten year.For the 2012 – 2013 school year and thereafter, the Special Education Team will bereviewing early identification practices. An early checklist for giftedness is being exploredfor Junior and Senior Kindergarten teachers.Senior Kindergarten ProfileBy the end of December, each Senior Kindergarten student will have been screened usingthe Senior Kindergarten Speech and Language Checklist. Results of the screening arepresented to the In-School Team and include parental consultation. Those students whoseprofiles may suggest hearing difficulties are referred to the special education assignmentteacher for the Hard-of-Hearing/Deaf. Those students whose profiles suggest languagedifficulties are referred to the Speech and Language Pathologist for a consultation. The In-School Team will ensure the sharing of results with parents for those students consideredat-risk. The Team will develop and monitor appropriate programming in conjunction withthe parents.Senior Kindergarten Profile 2011 - 2012During 2011 -2012 Senior Kindergarten students were screened, further informalassessments were completed on 129 students using the Fluharty 2 Language screen. Thisintensive screening process resulted in formal language assessment by our SpeechPathologist for 49 students. Students will be monitored for speech by the SERT nextSeptember.June 2012 12 of 68

Also, in Senior Kindergarten, the teacher completes a Phonological AwarenessAssessment. Diagnostic tests administered throughout the year are scored and placed inthe Early and Ongoing Identification of Children’s Learning Needs. SummativeAssessment is done in June and the scores are also placed in the Early Identification file.Parents are consulted whenever a concern requires classroom or home support. At theend of the kindergarten year a copy is also given to the Primary Intervention Teacher.As of September 2012, all Senior Kindergarten students will be assessed using theFountas & Pinnell Benchmark Assessment System. This tool measures students’ readinglevels and behaviours from Kindergarten to grade 8. Data from the early identificationObservation Forms, Phonological Awareness Inventory, the F & P., writing portfolios, otherinformal assessments and teacher observation will be used to determine a student’seligibility for support. .Appendix 2/3/4/5PRIMARY INTERVENTION/LITERACY SUCCESS LEADER“Early intervention is crucial for students’ success in school because literacy skillsare the foundation for academic success across all subject areas.” (Education forAll, p. 91)Primary InterventionPrimary Intervention is a proactive program which supports and strengthens language skillsof struggling students. Using assessment data, the Primary Intervention teacher andclassroom teacher collaboratively identify students who would benefit from a focusedintervention program. The student may receive instruction in Primary Intervention inaddition to regular classroom language program. Inclusion in the program may be part of astudent’s IEP, and is used as one component of a student’s language program.Literacy Success LeaderIn schools with a Literacy Success Leader, the LSL and the classroom teacher collaborateto support all students within the context of the classroom literacy program.Focused Intervention Groups are formed based on the analysis of assessment information.These small flexible student groupings typically six to eight weeks in duration, supportstudents outside the Literacy Block and are specific to the recognized needs of thestudents.Ongoing assessment, the analysis of assessment data and divisional discussions aroundthe tracking board are integral components of the Literacy Success Leader Model.Both Primary Intervention and Literacy Success Leader programs are designed to supportimproved student achievement based on ongoing assessment dates.June 2012 13 of 68

Educational AssessmentsGrade Three to Grade Twelve – The Testing and Referral Process ContinuesFollowing grade three, when learning difficulties persist , Special Education ResourceTeachers (SERTs) may administer informal assessments. In consultation with the parentsand Special Education staff, a plan of service is developed which can include consultation,formal written referrals, and internal and/or external referrals. When it has beendetermined that a psycho-educational assessment is needed, a referral package includingparent authorization is sent to the Special Education Department, and the student’s nameis placed on the waiting list. At present, the waiting period for formal testing is, onaverage, eight months to a year. Usually, usually testing occurs in order of date referred.Once formal testing or consultation has occurred, (then the professional report is sent tothe school and the parent informed) the parent is informed that there is a report and theparent is then invited to review the report with board personnel. With parental permissionthe report is included in the O.S.R. (with parental permission). If the formal assessmentindicates that the student meets the criteria of the Ministry of Education definition of alearning exceptionality, then the parent is informed by letter and invited to take part in theI.P.R.C. process. The child is then identified as having a specific special education needand placement options are discussed with the parent.TESTINGTesting is used to confirm the presence of a learning difficulty and to obtain informationabout specific areas of strength and weakness, which will assist the school in developingprograms that best meet the student’s needs.Confidentiality is strictly maintained. Results of testing are not shared with outsideagencies or individuals without written parental or age appropriate student consent. Thepurpose of testing is to obtain information relative to improving the educationalprogramming of the student.Types of TestsInformal TestsThe Special Education Resource Teacher employs many commonly used informal testssuch as Key Math, and Brigance which establish academic levels and are consistent withtests administered by classroom teachers.In addition, testing is administered by Special Education Staff with Special EducationSpecialist Teacher qualifications and often the psychology department reviews the results.Common tests are:• Peabody Picture Vocabulary Test – Fourth EditionJune 2012 14 of 68

Speech Language Pathologists administer the following types of tests:• C.E.L.F. – Comprehensive Evaluation of language Fundamentals• Peabody Picture Vocabulary Test –Third EditionThe waiting period for formal speech language testing is approximately eight months.School and Attendance Counsellors occasionally employ the following to determine theseverity of an emotional/social condition:• The Piers-Harris Children’s Self-Concept Scale (Piers-Harris 2)• Beck Anxiety Inventory• Beck Depression Inventory• Child Depression Inventory (CDI)• Multidimensional Anxiety Scale for Children (MASC)Formal Professional TestingFormal tests are those, which may only be administered by an appropriate professional. Thistype of testing is done only with the written consent of the parents or older student.Confidentiality of these tests is maintained according to the wishes of the parents/guardians.Only after the parents/guardian have given written consent is formal testing included in theO.S.R. Third parties do not have access to student records without the consent of theparent/guardian or legal-aged student. These tests are to determine the presence of alearning difficulty and to highlight the focus for program accommodations or modification.The psychology department is responsible for cognitive, achievement, adaptive functioningand behavioural assessments. Only psychologists make a diagnosis. Tests used in formalassessment may include some or more of the following:• Wechsler Intelligence Scale for Children IV• Wechsler Individual Achievement Test III• Vineland Adaptive Behaviour Scales• Wechsler Adult Intelligence Scale III• Wechsler Preschool and Primary Scale of Intelligence – Revised• Child Behaviour Rating Scales (Auchenbach)• Adaptive Behaviour Assessment System• The Piers-Harris Children’s Self-Concept Scale (Piers-Harris 2)• Beck Anxiety Inventory• Beck Depression Inventory• Child Depression Inventory (CDI)• Multidimensional Anxiety Scale for Children (MASC)• Conners Rating ScaleAt present the waiting period for psychological assessment is approximately eight monthsto a year.Special Education Assignment Teacher – Hard of Hearing/Deaf• Fluharty Preschool Speech & Language Screening Test (Fluharty-2)• Children’s Auditory Performance Scale (C.H.A.P.S.)June 2012 15 of 68

Group TestingEach fall, all Grade Four and Grade Eight students of the Algoma District School Board areadministered the Canadian Test of Basic Skills (CTBS) and the Canadian CognitiveAbilities Test (C-CAT) by their classroom teachers under the supervision of the SpecialEducation Resource Teachers. The purpose of this testing is to screen all students for thepossibility of a learning disability or an intellectual exceptionality. For students in GradeFour this testing, having been administered months after the Grade Three ProvincialTesting (EQAO), is valuable in flagging students who may need further testing andintervention. .The Special Education Department review all of the testing and review with the Principalsany test scores which indicate a need for further individual assessment. Parents areinvited to review the results and the results are filed in the O.S.R.Testing, Consultation and TravelOur Special Education coordinators and the psychology team work together consulting andcompleting assessments. Over 125 formal psycho-educational assessment reports havebeen written in 2011 – 2012 school year.The Special Education Assignment Behaviour Teacher completed formal consultationreports and over 130 informal visits. CPI training courses on non-confrontationalintervention was delivered to school staff. There were Care and Treatment reviewmeetings. This school year the Integrated Behaviour classroom teachers participated in 4professional learning communities. The focus for the teachers was to strategize how toimprove student learning and to support the students. One of the primary classes haspartnered with Algoma Family Services in a pilot project. This project’s focus is to providesupport not only to the students but also the family.During the school year 2011 - 2012, the Special Education Assignment Teacher for theHard of Hearing (and Visually impaired) included school visits for equipment repairs andadjustments, student program support contacts, student screening reports and parent andagency contacts to support 101 students. Presently there are 80 sound field systemsthroughout our schools and 10 personal FM systems for students who need this support.Regular monthly reviews and checks are done to ensure the students’ needs are being metand to support the classroom teacher.The Speech and Language Pathologist has• analyzed and provided feedback for language observational checklists and provideddirect, individualized instruction to SERTs• completed 62 assessment, 45 of which were identified with a CommunicationExceptionality – Language Impairment.• Completed over 100 in-services/consultations (small and large group) throughoutthe district.Our ABA Support Staff was able to provide in-service throughout the district to SERTs,classroom teachers and educational assistants on many augmentative devices. ThereJune 2012 16 of 68

were over 80 school visits to provide in-service on SEA equipment, as well as, visits tosupport the teachers and the students. School visits also included in-service on FMsystems. Throughout the school year the ACSS has worked with our Special EducationDepartment team and has engineered communication devices for our students.Our School and Attendance Counsellors carry caseloads of approximately seventy fivestudents each. Counsellors are also working with groups in their schools. The pressureshave been steadily increasing in this area. All of the above traveled extensively throughoutthis Board, which extends from Hornepayne, Elliot Lake to Spanish, and a one-waydistance of 600 kilometres.June 2012 17 of 68

Special Education Staff 2012 - 2013Superintendent of Education – Kime CollverSecretary to Superintendent – Charlene Phillips (945-7297)Special Education Department Clerk – Rhonda Stopes (a.m.) (ph. – 945-7272)Psychology DepartmentContracted servicesPsychologist – Dr. Bruce Linder (consultation)Psychological Associate – Penny Poisson-LawrencePsychometrist – Tom KretzMental Health Leader – Dona Menard - CalderSpecial Education Coordinator JK – Grade 12Marilu HortonConsultants JK – Grade 12Behaviour – Rico IacoeSpecial Education Assignment Teachers JK – Grade 12Program – Jennifer BarbeauProgram - Heather WhitfieldBehaviour – Will NellesHard of Hearing/Vision - Lindsay ElliottSpeech Language ServicesSpeech Pathologist – TBADiana Lauszus – ABA Support StaffSchool and Attendance CounsellorsEast: Inez WilliamsShelley ShamasRonda HannaCentral: Jerry Martin Karen ThomsonSarah Mador Terri FinlaysonMarnie Tarantini Glowinn GibsonMary Ellen Perlini Mary KuuskmanMichelle TrudelNorth: Wende CameronResource TeachersPrimary Intervention, Literacy Success Leaders and Special Education Resource Teachersare at every school. The Special Ed. Resource Teacher (S.E.R.T.) supervises the specialeducation caseload at their school and consults with the Special Education Coordinator forprogramming advice. Primary Intervention teachers withdraw primary students for intensetargeted support to meet students’ needs for early reading skills. The Primary Interventionteachers work closely with the classroom teacher.Educational Assistants We presently employ approximately 185 Educational Assistantsto support our highest needs students of the approximately 1800 special ed. students.Our special education team supports students JK – 12.See Appendix 6/7June 2012 18 of 68

IDENTIFICATION, PLACEMENT, AND REVIEW COMMITTEE (IPRC)An Identification, Placement and Review Committee may be convened in one of two ways.A parent may have received professional documentation from an outside professional,which, in discussion with the school, is found to be compatible with the Board’s definitionand assessment of a special education exceptionality. The parent may then, by writtenrequest to the principal of the school, ask that an I.P.R.C. be convened.The Special Education Department may have assessed the student and found that thestudent falls within the Board guidelines of identification. In this case, the parent iscontacted by the school by letter and invited to attend the I.P.R.C. process.Once the parent/guardian, or student sixteen years of age or over, consents to theidentification process, the principal arranges an I.P.R.C. meeting with the central specialeducation staff and the parent is given the Board’s “Parent’s Guide to Special Education”.Details about the process are contained in this guide.The Algoma District School I.P.R.C. Committee is composed of at least three persons, oneof who must be a principal or supervisory officer of the board and a representative from theSpecial Education Department is usually on the committee. The meeting of theI.P.R.Committee, the decisions and assessments and placement choices will be discussedin detail with the parents/guardians. If parents do not wish to have their child identifiedand/or placed through this process, then their decision is honoured.The Algoma District School Board has had none of its I.P.R.C. decisions appealed byparents. During the 2011 - 2012 school year, the Algoma District School Board reviewedits 1823 identified students. In addition, there are 403 non-exceptional students onIndividual Education Plans. Following the formal identification of a student, the IndividualEducation Plan (IEP) is developed based on the strengths and needs as outlined in theI.P.R.C.Appendix 8i) and 8ii)IPRC Statistics 2011 – 2012 ExceptionalitiesBehaviour Speech andLanguageAutism LearningDisabilityGifted Mild IntellectualDelayDevelopmentalDisability149 137 190 655 52 91 80Physical Blind Hard ofHearingMultipleTotalIPRCNon-ExceptionalTotal IEP18 5 15 28 1420 403 1823Individual Education Plan (IEP)June 2012 19 of 68

The Algoma District School Board has moved to new IEP engine that is web based.Training for SERTs was conducted throughout the 2011 – 2012 school year with gradualimplementation is the fall of 2011.I.E.P.s are developed jointly between the classroom teacher(s) and the Special EducationResource Teacher using the documentation obtained through assessment reports, usingthe I.P.R.C. information and in conjunction with the staff support and technology availableto the Algoma District School Board. Accommodations and/or modifications are clearlyidentified in the IEP. The principal is responsible to ensure the IEP is implemented andreviewed throughout the school year. In-school team meetings are held throughout theyear to review and at times revise a student’s IEP. The SERT and classroom teacherfocus on the strengths and needs of a student and work to effectively implement thestrategies outlined in the IEP. Parents review the I.E.P. and offer their input on their child’slearning styles and needs. If there is a disagreement about the I.E.P. and there is noresolution at the school level, the Special Education Coordinator for that school will contactthe parents and work to facilitate a resolution. Following that, if the parent still hasquestions after having been shown the Ministry I.E.P. guidelines and discussing the issueswith a Superintendent of Education, they will be given the contact information of theMinistry of Education.June 2012 20 of 68

Health Support ServicesHealth Support Services are delivered by qualified practitioners who come to the schoolfrom school support agencies when medical documentation indicates that theseprocedures must be done during the school day. Schools complete referral forms providedby these agencies and then the individual agencies work with the families to determineappropriate care. School boards do not determine the criteria for this service. Servicesdiscontinue if M.D. documentation declares them unnecessary for the school supportagency discharges according to their criteria. Such services such as O.T., P.T. andSpeech Language Services (a small portion of school-aged students requiring speechservices who are served by North East Community Care Access Centre) are controlleddirectly by the delivery agency. Agencies determine the criteria and level of service andhave indicated a reduced level of support due to the unavailability of professionals to hire.This service model reflects the fact that the Algoma District School Board does not employOccupational Therapists or Physical Therapists. There have been no appeals on theseservice issues.Appendix 10June 2012 21 of 68

EquipmentStudents may occasionally require specialized equipment in order to support academicrequirements. This equipment is strictly for use by the student during the school day. A qualifiedprofessional must verify the nature of the disability that requires assistive technology and thisprofessional will suggest to the school board the nature of the technology which may best servethe student. The Special Education Coordinator will review the documentation provided by theprofessional and determine if the equipment is appropriate to the age of the child, the schoolboard standards and the academic needs. If this equipment does not presently exist for the childand the assistive technology would be justified through a Specialized Equipment Amount (SEA)claim and within the Board budget for this purpose, the Board will make application through aSpecialized Equipment Amount (SEA) claim for funds to cover the costs of most of thisequipment.Changes to the SEA funding was introduced in September 2010. There are now 2 types of SEAfunding – per pupil amount for computer equipment and claims bases funding for equipment thatis not computer related. Boards are now building SEA computer equipment into the computerplans and compliment for the school. 85% of the funding will be computer based and 15% is nowclaims based. Claim based SEA claims continue to have a non-reimbursed amount of $800.00.An inventory of specialized equipment is taken at the beginning and the end of the school year.Typical assistive devices include lifts, specialized computer equipment, and hearing devices suchas free field systems and personal FM systems.Orders are submitted via a common template shared between the Special Education Departmentand the Information Technology (IT) Department. Filters are built into the data sheets so thatordering can be organized by the departments responsible.All computer-related materials are shipped to the IT department for processing and otherspecialized equipment is sent to the Board office for processing. Processing includes ensuringthat all equipment has arrived as ordered, labeled and delivery date set through the schools.Students who have central auditory processing difficulties may be provided with temporaryauditory equipment when auditory testing indicates weakness in figure-ground and competingword tests, if equipment is available, to test whether a student would benefit from the use of thistype of set-up in the classroom. Once established that a student will benefit from this equipment,a Specialized Equipment Amount (SEA) claim may be processed for extreme cases when thebudget allows.

TransportationThe Algoma District School Board has implemented a computer-based management system fortransportation services for cost savings and sharing with other school boards. Any new safetycriteria required by the Ministry of Education is incorporated into any new tendering process. Twolarge providers and several small bus companies, which service more distant, small areas of thislarge board, currently provide school bus services.All carriers cooperate with our schools to develop specific procedures and protocols for the driverof particular special needs students. Emergency communications, epi-pen use, restraint systems,special pick-up and drop-off arrangements, etc., are addressed as required for individual students.All school bus drivers are required to have a “B” license and a criminal background check is donebefore a license can be obtained.Taxi drivers must have a clean driving record and be approved by the local police commission.Transportation for students with special needs is based primarily on need. Most students can beaccommodated through the regular school bus system. However, students who are severelyphysically disabled or developmentally delayed and those elementary students for whombehaviour is so extreme as to pose a risk to others are sometimes transported separately from thegeneral population. The Special Education Department Superintendent, coordinators andconsultants will make this determination. This same criteria applies whether a student is in anintegrated setting or a segregated classroom operated by the school board.Students attending Provincial and Demonstration Schools are provided with transportation tothese schools via air and ground providers and arranged through the Ministry of Education.June 2012 23 of 68

Accessibility of BuildingsThe Board’s multi-year plans for improving accessibility to schools and programs for specialneeds students are coordinated with our annual buildings and grounds and school renewalplanning. Accessibility needs are incorporated into renovation planning whenever possible toimprove effective use of limited resources.Addressing accessibility needs in single school communities is a priority in planning sincealternatives are not available for students as they sometimes are in multi-school communities.The needs for specific students in specific schools are determined annually and addressed duringthe summer to provide accessibility for the new school year. The Special Education Departmentworks with principals and Plant Department personnel to coordinate and meet needs.All school buildings of the Algoma District School Board are over thirty years old and thus manyrequire major structural renovations in order to be fully accessible to students with mobilitychallenges. In fact, some cannot be made fully accessible due to their structural limitations. TheBoard is studying all of its facilities and will be making long-term decisions about what can bedone so that many of these buildings can service the present and future needs of students.The Education Centre of the Algoma District School Board is wheelchair accessible through theground floor entrance and the elevators.To ensure that available funds from school operations grants are directed to greatest needs, theBoard, each year, and reviews the student needs when planning for the coming school year.Each year, in the spring, the Special Education Department contacts the Plant Department toinform them about schools that are receiving students with access needs.If specific school buildings can be reasonably and appropriately renovated to install ramps and/orto re-model washroom areas and the rest of the school is accessible and safe to wheelchairs thenthis work is undertaken during the summer months. If re-modeling is not feasible at the closestschool to the student, then the student is transported to another school, which is physicallyaccessible in that same community or in the closest neighbouring community that canaccommodate these needs.Accessibility CommitteeThe ADSB Accessibility Committee was formally constituted in January 2003 and consists of thefollowing members: ADSB Members:Kime Collver – Superintendent of Education – Board Office, Sault Ste. MarieJoe Santa Maria – Superintendent of Business – Board Office, Sault Ste. MarieDave Steele – Manager of Plant – Northern Ave., Sault Ste. MarieFrank Greco – Elementary Principal, Anna McCrea Public School, Sault Ste. MarieChris Rous – Elementary Principal, Rockhaven School for Exceptional Children, Serpent RiverAldo Iacoe – Health and Safety Officer – Board OfficeRick Juuti – Vice Principal, Elliot Lake Secondary SchoolCommunity MembersDiane Morrell – Canadian Paraplegic Association OntarioMaxine Orr – Children’s Rehabilitation Centre AlgomaBill Mansfield – Speech and Language PathologistAppendix 11June 2012 24 of 68

PlacementsIntegrationFor the majority of exceptional students in the Algoma District School Board, integration is thepreferred setting. The student is supported through accommodations and/or modifications withina classroom in their home school. The I.E.P. indicates the areas in which students requiresupport. This support will come from the classroom teacher and occasionally from an educationalassistant or the Special Education Resource Teacher.Support in the form of additional personnel is allotted to each school based on the number ofexceptionally high needs students in that school. Each spring the Special Education Departmentmeet with the Superintendent to review the Special Education needs at each school in the Board.The educational assistants are allotted to the schools on a prioritized basis within the entireBoard.Although integration into a regular classroom is a first choice for many parents and always offeredby the Algoma District School Board, many parents also request a specialized setting. TheAlgoma District School Board provides many different segregated placement choices for parentswho do not wish an integrated setting and these are explained at the I.P.R.C. meeting. In theseclasses, teachers with special qualifications place the focus on a particular group’s needs andspecialized programs can be developed and implemented very effectively for these students.Presently, these specialized settings often have a wait list exists. The Special EducationAdvisory Committee discusses these placement options at its regular monthly meeting andpresentations by Special Education staff regarding specialized classes and programs are a part ofthe agenda of S.E.A.C. meetings.Attendance at one of the Board’s self-contained classes is one choice in the parents’ placementdecision for their child at an I.P.R.C. meeting, should the student qualify. If a segregated settingis the first choice of the parent/guardian and a waiting list exists, then the student is offered anintegrated setting until an opening becomes available. Special Education Department maintainthe waiting lists and prioritize as to need and time on the wait list. Students remain in thesespecialized classes until further assessment negates the need for this type of intensive support,parents request another setting, or the child attains the maximum age for this class. The I.P.R.C.will indicate any changed placement. Special classes serve specific geographic areas andstudents are transported accordingly.June 2012 25 of 68

Special Education Classes:Location of classes:IntellectualElementary Setting• Tarentorus Public School Primary-Junior Integrated Special Education• Tarentorus Public School Junior Integrated Special Education• Rockhaven School for Exceptional Students (three classes, ages 5-21)• Kiwedin Public School Supported Learning ClassSecondary Setting• White Pines C & VS DARE I & II – Field Schools – Station Mall , Davey Home (ages 14 –21)• Superior Heights Community Education – Superior Heights C & VS (ages 14 – 21)Description:These classes are intended for students presenting with cognitive delays. Psychologicalassessments are required to confirm the appropriateness of this placement. Social adaptivity, asmeasured by standardized evaluations, is also a consideration. Programming is individualizedand emphasizes basic numeracy, basic literacy and life skills. Integration into the regular classsetting and into the community is fostered in those program areas where most appropriate to boththe student and class needs.In addition to the above classes, L.E.A.D. classes also serve students with cognitive delays ingeographic areas, which cannot sustain a class dedicated to one exceptionality. Enrolmentranges from 10 to 16 depending on the severity of the needs in any particular class.Locations:Integrated Behaviour Classes• Integrated Behaviour Class – Isabelle Fletcher P.S• Integrated Behaviour Class – Anna McCrea Public School• Integrated Behaviour Class – Riverview• Integrated Behaviour Class – Ben R. McMullinDescription:Primary Behaviour Class – This is a learning support program for students whose ages rangefrom 6-8 years and who are experiencing specific behaviour difficulties i.e. non-compliance,aggression, self-management and social skills deficits to such an extent as to adversely affecteducational performance within the mainstream classroom environment. The maximum full-timenumber of students is eight. Children are integrated into the mainstream classroom witheducational assistant support. A Special Education Behaviour Teacher is available for on-goingsupport in the event of child behaviour difficulties. The special classroom teacher instructs inconflict resolution skills. The Special Education Department consults with principals, teachers,and parents in placing appropriate candidates in the program. Extensive transition planning willdetermine next steps in consultation with all stakeholders.June 2012 26 of 68

Integrated Behaviour Class – This is a learning support program for students in Grades 4through 8 who are experiencing specific behaviour difficulties to such an extent as to adverselyaffect educational performance within the mainstream classroom environment. The maximumnumber of students is eight. Children are integrated into the mainstream classroom witheducational assistant support. A special education behaviour teacher is available for ongoingsupport in the event of child behaviour difficulties and the teaching of conflict resolution skills. TheSpecial Education Department consults with principals, teachers and parents in prioritizing andplacing appropriate candidates for the program. Transition strategies to facilitate the move tosecondary school are developed with the Special Education Department school-based team andthe secondary Special Education Department.General Learning ExceptionalitiesL.E.A.D. Classes (Learning for Emotional and Academic Development)Location:• Elliot Lake Secondary School• Central Avenue P.S. (2 classes)• Thessalon P.S. (1 class)• W.C. Eaket Secondary School• Central Algoma Secondary School• Michipicoten High School• Aweres Public SchoolDescription:These classes are designed to meet the special education needs of smaller communities and arespecific to the school named except for Aweres School, which also services Mountain View P.S.Any number of different exceptionalities may be instructed in these classes with the maximumnumber of students being 14-16 depending on the severity of the exceptionality. The focus is onindividual instruction with as much integration into the regular classroom as appropriate. Studentsfollow an individualized academic program with a strong focus on social and life skills.Students are accepted into the program based on prioritized and identified needs of the school(s).These classes serve the most significant exceptionalities in these schools and the principal,special education coordinator and superintendent of special education make the decision onplacement.Location:• Parkland P.S. – 2 classes• Kiwedin P.S – 1 classCommunicationDescription:Intensive Communication ClassThis program is intended for students who have been diagnosed with an Autism SpectrumDisorder/P.D.D. Students may be verbal or nonverbal and require intensive communicationprogramming. Communication is emphasized through a visual approach. As appropriate,integration into the regular classroom setting may be built into the student’s program. Enrolmentis capped at 6 students.June 2012 27 of 68

Services for Deaf StudentsLocation:Mainstream PlacementsDescription:Students, who meet the profile for services of an ASL interpreter and/or teacher of the deaf,receive daily intervention to assist in their program needs. Qualified ASL interpreters provide dailyservices.Teachers of the Deaf will provide program and language support for deaf students. Studentsutilize special auditory equipment to supplement their personal hearing aids/cochlear implants.June 2012 28 of 68

Coordination of ServicesPrograms with an academic component, which are not a part of the Algoma District School Board,impact, nevertheless, on the school board.Early TransitionsEach year, as per the established protocol with all service providers will meet in early in the newyear to begin transition planning for children with special needs. Parents and preschool programproviders are consulted and a plan is developed to support the entry of the child into the publicschool system. Visits are arranged for the parent/guardians at the new school. The SpecialEducation Department works with the parents to obtain appropriate assessments, which willfacilitate knowledge about the child’s needs. The spring kindergarten registration process alsoidentifies students who will require special education support.The Algoma ModelIn Ontario, increasing mental health support for children and youth has been recognizedby educational leaders as a key challenge that must be addressed. Through the Ministry ofEducation and Ministry of Children and Youth Services’ Student Support Leadership Initiative(SSLI), the Algoma Region has begun to implement a strategy that will develop creative solutionsto address child and youth mental health issues using research, collaboration, joint decisionmaking, and partnership. The Algoma Model Website www.algomamodel.ca is a result of theseefforts. It is a portal developed by school boards in conjunction with community partners to assistschools, agencies and the general public in searching key services, supports and resourcesthat address the mental health and well-being of school-aged children and youth in theAlgoma District.Sections 23 ProgramsThe Algoma District School Board provides teachers for several Section 23 programs whichinclude Care and Treatment Programs and Custody Programs. The Special EducationDepartment and agencies work collaboratively in ongoing programming and planning for thestudent’s transition back to a mainstream setting when appropriate. When the program is in aschool site, either the agency or school board personnel do an assessment of students in thisprogram. The Algoma District School Board recognizes assessments conducted by other schoolboards and/or agencies when they are equivalent to the ones used by this Board. When furtherassessment is required, the student is placed on the waiting list but is given an interim placement,which is appropriate to the needs of the student.There are presently four Section 23 Care and Treatment Programs:Central Avenue Public School - Elliot Lake, Elliot Lake Secondary School - Elliot Lake, NorthernHeights Public School - Sault Ste. Marie, Korah C & VS - Sault Ste. MarieThere are presently three Section 23 Custody Programs:Donald Doucet Centre (2 classes), Gord Saunders, Justice Derek Holder HouseJune 2012 29 of 68

Staff Professional DevelopmentThe overall goal of the special education staff development plan is to improve the knowledge andskills of the employees involved in the delivery and support of special education programs. Staffhas regular input through surveys and as part of meeting agendas to decide on areas of focus forprofessional development. Special education department staff set priority needs with theSuperintendent for Special Education for schools, teachers, administration and special educationstaff. Special education staff receives copies of the Special Education Plan, copies are availableon the Board web site under Special Education.Special Education coordinator attend all SEAC meetings and present professional developmentreports. In addition, members of S.E.A.C. share their opportunities for professional developmentwith staff and present their concerns for staff in-service. Staff speak at community meetings forexceptionalities and staff also attend local community workshops.Special Education Department visit schools on a regular basis, consult with the special educationresource teachers, and provide input on needed areas of professional development to theSuperintendent of Education with the portfolio of special education. As a result, training sessionsare developed to instruct specific staff on areas, which are needed in order to deliver services tospecial needs students.A train-the-trainer model is used for most professional activity sessions. Experienced teachersand board professionals run workshops and web based professional development for otherteachers and educational assistants. When new legislation and ministry policy is developed, thespecial education coordinators attend Ministry training sessions. They, in turn, run trainingsessions for the special education resource teachers and principals of their family of schools whothen train the personnel of their schools. The special education resource teacher in each schoolis responsible for much of the training in the school and several training sessions for S.E.R.T.s areheld each year. The resource contact for the S.E.R.T. is the special education coordinator forthat school.When specialized training is needed which is outside the experience of Board personnel,arrangements are made with other agencies to share costs associated with the workshops.Regular workshops are on-going and notices are sent out to the schools of the opportunities toparticipate. One particular workshop is a two-day, certificated course in Non-Violent CrisisIntervention (CPI), which is offered on a regular basis by our behaviour consultant. Each fall afull-day workshop for educational assistants takes place in the central board area with workshopsprovided by special education staff and local agency professionals on topics identified in surveyscompleted by educational assistants and others recommended by the Special EducationDepartment. In addition, workshops for new special education resource teachers are heldregularly highlighting specific exceptionalities, testing and role clarification.Appendix 13June 2012 30 of 68

Special ProjectsPrinciples of Applied Behaviour Analysis (ABA)Teacher, SERT, and School Administrator In-ServiceA Policy and Program Memorandum PPM-140 entitled Incorporating Methods of AppliedBehaviour Analysis (ABA) into Programs for Students with Autism Spectrum Disorders(ASD) was sent to school boards May 2007, and this memo identified the need to providesupports to school boards to effectively implement the PPM on ABA.ADSB has continued with its implementation of Methods of ABA in our schools to support studentpresenting with autism. In-service training sessions were held throughout the 2010 - 2011 schoolyear. Child Care Resources (CCR) ADSB school support facilitated and supported this inservice.Special Education staff have attended over 50 consults and visits to support students andteachers on ABA strategies.Classroom teachers, SERTs and principals have taken part in training sessions and in-servicesduring the summer of 2011 and throughout this school year to support the capacity building withinthe Board to implement the principles of ABA. ADSB will continue with this important training forthe upcoming school year.Connections ProgramConnections for Students is a collaborative initiative of the Ministry of Education and the Ministryof Children and Youth Services with the focus of supporting seamless transitions for children withAutism Spectrum Disorder (ASD) who are ready to make the transition from AIP/IBI servicesto school.Through the Connections for Students 2011 – 2012, 8 school aged children moved fromIntensive Behavioural Intervention (IBI)therapy services delivered through the AutismIntervention Program (AIP) to Applied Behavioural Analysis (ABA) Instructional Methods in theAlgoma District School Board.Through a year long calendar of monthly team meetings AIP service provider, teachers,educational assistants and community agencies have worked together with parents to plan for thechild’s successful transition to school and/ or increase the knowledge base of the school-basedteam in the use of ABA strategies supporting the needs of the child.Special Education ProjectThree schools teams were asked to take part in the special education project for 2011 - 2012 tosupport student learning in the primary grades. The focus of this proposal was to look at“Universal Learning Supports” for primary students - specifically – JK, SK and Grade One. Theschools identified worked as a team to build capacity within their school and to possibly beavailable as an observation site for other schools to visit and learn from. Universal LearningSupports include – learning supports, environmental supports, assistive technology supports,regulation supports, behaviour supports and transition supports.June 2012 31 of 68

Special Education Advisory Committee (SEAC)The Algoma District School Board has had an active and well-functioning S.E.A.C. for manyyears. The S.E.A.C. meets on the third Monday of every month in the D.T.Walkom Room of theEducation Centre at noon. Meetings of the Special Education Advisory Committee are very wellattended by the members and members are well-informed. Each member of S.E.A.C. has abinder containing the relevant special education legislation, S.E.A.C. minutes and reports ofinterest to the members, relevant correspondence, agenda information, Special EducationDepartment information, etc. Regular updates are provided. S.E.A.C. has also visited the sitesof special education classes and talked to the personnel at these schools.The meeting dates are publicized in the Board minutes which also contain the minutes of eachS.E.A.C. meeting and which subsequently appear on the Board’s website. This Special EducationPlan will appear as part of the minutes of the Board meeting on the Algoma District School Boardwebsite.The public is always invited to attend S.E.A.C. meetings and to ask questions of members. Thecontact numbers for S.E.A.C. member organizations are noted on the Board’s website. The chairof the S.E.A.C. reports all correspondence to the membership. Often letters of concern arereceived from other school boards requesting the support of the Algoma S.E.A.C. The AlgomaS.E.A.C. will also write letters promoting special education to the Ministry of Education.The Special Education Coordinators, the Superintendent of Education and two trustees attend allmeetings and thus are able to respond directly to concerns from the members about pendinglegislation, new programs, budget questions, etc. S.E.A.C. makes recommendations to the Boardon a variety of Special Education topics and participates both in the annual review of the specialeducation plan and in the review of the annual budget and finances for special education.Members of S.E.A.C. are members of provincial associations representing students with specialneeds and are nominated for this position by their associations. At the beginning of each schoolboard election year, nominations are solicited by the school board and applications sent out to alllocal provincial associations.Appendix 15June 2012 32 of 68

FundingBudget Consultation ProcessEach year, the Algoma District School Board consults with S.E.A.C. on the special educationbudget. In addition, S.E.A.C. is kept regularly informed about special education through itsmonthly regular meetings, which are well-attended. The S.E.A.C. reviews this plan although thereis little time between the release of funding figures from the Ministry of Education to schoolboards, deadlines for establishment of a Board budget and review by the S.E.A.C. Thesetimelines continue to be problematic.Funding issues continue to be a topic of conversation at many S.E.A.C. meetings and ourmembers are very well-informed about the process. The Algoma District School Board is stillbolstering our special education programs through use of Board reserves to maintain our presentlevel of service. We are spending well-beyond funding provided in the Special Educationenvelope by using reserve funds in order to support the fifteen hundred students identified withspecial education needsDespite the special education funding shortfalls, the Algoma District School Board has, however,supported the core needs through the funding process.This year the Ministry of Education has refined the budgeting process for special education.During budget discussion the process will be explained. Funding for Specialized EquipmentAmount (SEA) now has two components – a SEA per pupil amount and SEA claims-basedamount. Special Incident Portion (SIP) guidelines will be sent to Board. High Needs Amount(HNA) reflects the declining enrollment in school boards. Behaviour Expertise Amount (BEA) hasbeen introduced as part of the Special Education grant. This grant supports the work with ABA .The community continues to express its concern about the delay in receiving grant informationand about the high cost of special education programming and the need for provincial assistancein this area.Appendix 1June 2012 33 of 68

AppendicesAlgoma District School BoardSpecial Education Plan2012 - 2013June 2012 34 of 68

Budget 2012 - 2013Appendix 1June 2012 35 of 68Appendix 2

June 2012 36 of 68Kindergarten Early Identification recordsAssessment for Learning

Appendix 3Phonological Awareness AssessmentSeptemberDiagnostic Assessment(Pre teaching tests)Rhyme DetectionBlendingSegmentingTests are scored and placed in theEarly and Changing Identification ofChildren’s Learning Needs“Fun with Sounds”October & November“Rhyme Time”December, January &FebruaryMarch, April, May & June“Isolating & CategorizingSounds”“Blending & SegmentingSyllables & SoundsJuneSummative AssessmentPost teaching testsRhyme DetectionBlendingSegmentingTests are scored and placed in the Earlyand Changing Identification of Children’sLearning Needs and a copy is given to thePrimary Intervention TeacherJune 2012 37 of 68SPECIAL EDUCATION DEPARMENT Appendix 4

Early Identification of Children’s Learning NeedsJK Speech and Language ScreenProcedure:1. By the end of April, each Junior Kindergarten Student will be screened using the ADSBJunior Kindergarten Speech and Language screen by the classroom teacher.2. Results will be submitted to the special education department and speech pathologist whowill review each case and enter the data in the board database.3. a) Those students whose profiles may suggest hearing difficulties will be referred to thehard-of-hearing Special Education Assignment Teacher for a consultation.b) Those students whose profile may suggest articulation difficulties willreceive further screening by a special education staff. If warranted, a referral will be madethrough the school principal to NECCAC. The board speech pathologist will review allcases prior to NECCAC intervention. Voice concerns will be reviewed in the samemanner.c) Those students whose profile may suggest language difficulties will receive furtherscreening using the Fluharty Language Screen. This screen will be completed by specialeducation staff. The special education staff will provide strategies and interventions tomeet the needs of the student. Students at-risk will be monitored by special education staffon an ongoing basis. If warranted, the student will be for formal language assessment.4. The in-school team will ensure the sharing of results with parents for those studentsconsidered at-risk. The team will monitor appropriate programming using the suggestionsoutlined in the summary sheet. Further suggestions will be made available by contactingspecial education staff.5. The completed Screen will be placed within the Early and Ongoing Identification ofChildren’s Learning Needs Document and then placed in the student’s OSR at the end ofJune.June 2012 38 of 68

Appendix 5SPECIAL EDUCATION DEPARTMENTEarly Identification of Children’s Learning NeedsSK Speech and Language ScreenProcedure:1. By the end of December, each Senior Kindergarten Student will be screened using the SeniorKindergarten Speech and Language screen by the classroom teacher.2. Results will be submitted to special education staff and speech pathologist toscore and review each case.3. a) Those students whose profiles may suggest hearing difficulties will be referred to thehard-of-hearing special education assignment teacher for a consultation.b) Those students whose profile may suggest articulation difficulties will receive furtherscreening by special education staff. If warranted a referral will be made through theschool principal to NECCAC . The board speech pathologist will review all cases prior toNECCAC intervention. Voice concerns will be reviewed in the same manner.c) Those students whose profile may suggest language difficulties will receive furtherscreening using the Fluharty Language Screen. This step will be completed by specialeducation staff Special education staff will provide strategies and interventions to meet theneeds of the student. If warranted, the student will be referred for formal languageassessment.4. The in-school team will ensure the sharing of results with parents for those studentsconsidered at-risk. The team will monitor appropriate programming using thesuggestions outlined in the summary sheet. Further suggestions will be made availableby contacting the special education staff.5. The completed Screen will be placed within the Early and Ongoing Identification of Children’sLearning Needs Document and then placed in the student’s OSR at the end of June.June 2012 39 of 68

Appendix 6SPECIAL EDUCATION STAFF2012 – 2013Elementary PanelSpecial Education Staff FTEs Staff Qualifications1. Teachers of exceptional students1.1 Teachers for resource-withdrawal programsSERTs (Special Education Resource Teachers)21.5 Special Ed. Pt. 1 minimum1.2 Teachers for self-contained classesLEAD classes, special education classes21 Sp.Ed.Pt. 12. Other special education teachers2.1 Itinerant teachers 1.5 Teacher of the Deaf,Sp.Ed.Pt.12.2 Coordinators .7 Specialist Sp. Ed.2.3 Consultants .8 Specialist Sp.Ed., Behaviour2.4 Special Education Assignment Teacher 2 Hard of hearing/Deaf, Behaviour,JK – 12 support3. Educational assistants in Sp.Ed.3.1 Educational assistants 127 C.Y.W. , D.S.W.4. Other professional resource staff4.1 Psychologists 1.0 Reg’d. Psychologist,Psych.Assoc.4.2 Speech-language pathologists .9 Reg’d. Sp. Lang. Path.(M.Sc.,M.A. Comm. Disorders)4.3Augmentative Communication Support Staff 1.04.4 Occupational therapists 04.5 Physiotherapists 04.6 Social workers 8 B.A.,B.S.W.plus related socialqual5. Paraprofessional resource staff5.1 Orientation and mobility personnel 0 Contractual as needed5.2 Oral interpreters 05.3 sign interpreters 0 B.A. plus A.S.L.5.4 transcribers 05.5 Interveners 05.6 Auditory-verbal therapists 0June 2012 40 of 68

Secondary Panel Appendix 7Special Education Staff FTEs Staff Qualifications1. Teachers of exceptional students1.1 Teachers for resource-withdrawalprograms9 Special Ed. Pt. 1 minimum1.2 Teachers for self-contained classes 8.0 Sp.Ed.Pt. 12. Other special education teachers2.1 Itinerant teacher .5 Teacher of the Deaf2.2 Teacher diagnosticians (See Coordinator)2.3 Coordinators .3 Specialist Sp. Ed.2.4 Consultants .2 Hard of hearing/Deaf, Behaviour, JK – 12support2..5 Special Education Assignment Teacher 1.53. Educational assistants in Sp.Ed.3.1 Educational assistants 39.5 C.Y.W. , D.S.W.4. Other professional resource staff4.1 Psychologists .2 Reg’d. Psychologist4.2 Psychometrists 0 M.A.4.3 Psychiatrists 04.4 Speech-language pathologists .1 Sp. Lang. Path.4.5 Audiologists 04.6 Occupational therapists 04.7 Physiotherapists 04.8 Social workers 5 B.A.,B.S.W.plus related social qual4.9 Subtotal 6.05. Paraprofessional resource staff5.1 Orientation and mobility personnel 0 Contracted as needed5.2 Oral interpreters 05.3 sign interpreters .55.4 transcribers 05.5 Interveners 05.6 Auditory-verbal therapists 0June 2012 41 of 68

Appendix 8S.E. 7BALGOMA DISTRICT SCHOOL BOARDLetter to Parents regarding IPRC (Identification, Placement and Review Committee) Annual ReviewMeeting(for students currently placed in a special education class)Date: School :Dear Parent/GuardianRe: ____________________________________A meeting of the Identification and Placement and Review Committee (IPRC) with parents is requiredwhen a student is placed in a special education class. However, should there be no change in identificationor program you may waive the meeting.Meetings at our school are being planned for_____________________ (date)Please indicate your choice below and return this form to the school by ________(date)______________________________________________________________________. I plan to attend the IPRC review I do not plan to attend the IPRC Review I waive this year’s Annual Review______________________Principal’s signature__________________________Parent’s signatureJune 2012 42 of 68Signed forms returned to be placed in student’s OSR March 2009

ALGOMA DISTRICT SCHOOL BOARDS.E. 7BLETTER TO PARENTS REGARDINGIDENTIFICATION, PLACEMENT AND REVIEW COMMITTEE MEETING (IPRC)Dear:Identification, Placement, and Review Committee (IPRC) meetings are held each year for all exceptional studentsunless formally waived. An IPRC meeting for (student) ______________________________________________Date:D.O.B.: (Y/M/D) _________________________________ has been scheduled for(date) ___________________________________ at the school.If the school does not hear from you at least a week before the IPRC meeting, or if you notify the school that youare unable to attend but wish to proceed, you will be informed of the IPRC recommendation following this meeting.Select ONE (1) of the following two (2) options.OPTION 1: PROCEED WITH IPRC MEETING1. I will attend on the scheduled date above and will contact the school to confirm the time.Parent/Adult Student (16+ yrs) Signature: _____________________________________Date: _____________________2. I will be unable to attend. Please proceed with the Annual Review.Parent/Adult Student (16+ yrs) Signature: _____________________________________Date: _____________________OROPTION 2: WAIVER OF ANNUAL REVIEW MEETING OF IPRC1. It has been explained that no change in Identification or Placement is anticipated.I agree that an IPRC meeting is not necessary and I have signed the waiver below.Regulation 181 Section 21.4(B) states that “where a parent of the pupil gives a written notice to the Principal of theschool dispensing with the annual review”, an IPRC review meeting is not required. If you are satisfied with theschool’s recommendation that the present placement continue and do not feel that an IPRC review is required, pleasecomplete this waiver and return it to your school Principal by _______________________________________(date).I hereby waive this year’s Annual Review meeting of the IPRC.Parent/Adult Student(16+yrs) Signature: _____________________________________Date: _____________________If you have any questions about the IPRC and the review process, do not hesitate to call the school.Sincerely,________________________________________________________________Principal’s SignatureORIGINAL to O.S.R.COPY to Parent(s)/Adult Student (16+ yrs)/CoordinatorRevised 2009 DecemberJune 2012 43 of 68

Health Support Services Appendix 9Agency or position of personwho performs the serviceEligibility criteria forstudents to receive theservicePosition of person whodetermines eligibility toreceive the service andthe level of supportCriteria for determiningwhen the service is nolonger requiredSpecialized HealthSupport ServiceNursingAlgoma Public Health, (APH) Injection of meds Agency M.D.’s certificationN.E.C.C.A.C.Occupational Therapy N.E.C.C.A.C., CRC-A, R.S.M.T. Application by parents to AgencyAgencythese agenciesPhysiotherapy N.E.C.C.A.C., CRC-A, R.S.M.T.. Application by parents to AgencyAgencythese agencies for servicesNutrition Algoma Public Health (APH) Yearly programs for all AgencyAgencystudents planned by A.P.H.Speech and Lang N.E.C.C.A.C., CRC-A, R.S.M.T, Assessment and availability Agency, BoardAssessment by sameTherapyA.D.S.B, hospitalsof Speech and Language professionalsProfessionalsJune 2012 44 of 68Occasionally above agencies, inA.D.S.B. classroom teachers,Sp.Ed. Resource teachers andSp.Lang.PathTeachers, E.A.s, SecretariesAs assessed by SpeechLang. PathologistsSpeech correction andRemediationSp.Lang. PathologistAdministration ofprescribed meds.M.D. documentation onBoard formAs documented by M.D.Catheterization E.A.s M.D. documentation M.D. M.D.Suctioning E.A.s M.D. documentation M.D. M.D.Lifting and Positioning Teachers, E.A.s PhysiotherapistPhysiotherapist and Bd. Physiotherapistdocumentation and Bd staff StaffAnd Bd staffAssistance with mobility Teachers, E.A.sDocumentation by appro. Sp.Ed. Coord.With training by appropriate Professionals and reviewAgency, CNIBby Bd. StaffM.D. documentation onBd. FormDocumentation tosupport school relatedneedsFeeding Teachers, EAs Prof. Assessment Sp.Ed. coord.Toileting E.A.s M.D. documentation Coordinator of Sp.Ed. M.D. documentation

Special Education Professional Development 2011 - 2012Orientation/UPDATE SERT Handbook CCAT/CTBSGr.4 & Gr.8New SERTs Orientation Sault Ste. Marie September 2011New IEP program All SERTs Introduction to the new IEPprogramSault Ste. MarieSeptember and ongoingthroughout the yearSpeech/Language Protocol& Observational ChecklistNew SERTs Orientation Sault Ste. Marie October 2011Non-Violent CrisisInterventionSERT PDABA strategiesPrincipals, Teachers andEducational AssistantsElementary and SecondarySERTSElementary and SecondarySERTsclassroom teachersEducational AssistantsFocus on preventativemeasures and safety whendealing with aggressivebehavioursIEPs, alternativeassessment andachievement, Child CareResources, In-SchoolTeams, TransitionsChild Care ResourcesSchool Support ProgramVarious locations in theareaFall and SpringSault Ste. Marie Fall 2011Sault Ste. Marie Fall 2011PLCs – Integrated BehaviourClassroom TeachersCongregated ClassroomTeachers of Beh. ClassesNetworking and focus onprogramming and studentachievement supportsSault Ste. Marie 4 half daysPLCs – CongregatedClassroom Teachers /Primary/Junior agestudents– CongregatedClassroom TeachersJunior/Intermediate agestudentsOSSLT in-serviceCongregated ClassroomTeachers supporting studentswith Developmental Disabilities/ ASDStudent Success Teachers,SERTs, Grade 9/10 EnglishteachersNetworking and focus ondata collection – presentedby Child Card Resources(CCR)OSSLT workshop tosupport students withLearning Disabilities –presented by ProvincialSchools BranchSault Ste. Marie2 half daysSault Ste. Marie Fall 2011

Mental Health First AidSchool Counsellors,SERTs, Principals, AlgomaConnection Teachers,northern schools, easternschools, CASS Family ofSchools, Korah Family ofSchoolsTraining for Mental Health –presented by trainedSpecial Education StaffLearning Disabilities SERTs LDA of Sudbury providedan in service for SERTs onLearning DisabilitiesIntroduction to MentalHealthEducational AssistantsIntroduction to MentalHealth – working withstudents with mental healthissuesSmart Pen Secondary SERTs, onesecondary teacherSmart Pen – Webinar – as aLearner ToolCritical Learning Supports Pilot projectIntroduction of CriticalPrincipals, SERTs, JK/SK Learning Supports - threeteachersschool participatedCritical Leaning Supports JK/SK/Grade 1 Teachers Introduction of CriticalLearning Supports forstudentsThroughout the areaThroughout the school yearconducted 7 – two daysessionSault Ste. Marie November 2012Throughout the area February 3, 2012Sault Ste. Marie June 1, 2012Sault Ste. MarieThessalonApril, May, June 2012Sault Ste. Marie Spring 20129/26/2012 46 - 68

Appendix 12A PARENT’S GUIDETOSPECIAL EDUCATIONJune 2012

ALGOMA DISTRICT SCHOOL BOARDSPECIAL EDUCATION PHILOSOPHYThe Algoma District School Board supports theinclusion and integration of the exceptionalstudent into the regular classroom.In recognition of the unique qualities and diverseneeds of each student, a range of supportservices and programs are necessary.The approach to each need will complement and supportthe vision and goals of the school, family and community.9/26/2012 49 - 68

ACCESSING SPECIAL SERVICES FOR YOUR CHILDIf you have a concern regarding your child’s progress within the education system ofthe Algoma District School Board, here is the most effective procedure to follow:1. Contact your child’s classroom teacher about your concerns. Sharing informationand developing a cooperative plan between home and school are invaluable insupporting and encouraging your child. This may be all that is needed toremediate learning difficulties.2. If it appears that more consultation is required, the teacher will often suggest thatthe school team meet. This team will include the school Special EducationResource Teacher, others who teach your child and, often, the principal.Strategies are developed at this meeting to find in-school solutions to supportingyour child. The Special Education Resource Teacher may do some informaltesting to evaluate your child’s learning needs. A meeting with you is a part of thisstrategy. A variety of practical plans will be developed and discussed with you.3. In more complex situations, the school, through the principal, will consult theSpecial Education Coordinator assigned to that particular school. The coordinatorwill assess the situation, offer suggestions and/or recommend further testing orconsultations with other members of the board support team or an outside agency.An IEP is just one of the many strategies which may be recommended.4. If testing is recommended, the appropriate consent forms and consultation willfollow. After reviewing the results of testing and consultation, an IEP may berecommended.5. If it is in accordance with your wishes, and documentation on your child supportsthe definition or exceptionality, as defined by the Ministry of Education, an IPRCwill be arranged through the Special Education Department. After students areidentified through the IPRC process, an Individual Education Plan must beprepared in order to match your child’s education requirements to the identifiedneeds.9/26/2012 50 - 68

THE PURPOSE OF THIS GUIDEThe Education Act requires that school boards provide special education programsand services for their exceptional pupils. The purpose of this parents’ guide is toprovide you with information about the Identification, Placement and ReviewCommittee (IPRC), and set out for you the procedures involved in identifying a pupilas “exceptional”, deciding the pupil’s placement, or appealing such decisions if you donot agree with the IPRC.If, after reading this guide, you require more information, please see the Board contactlist at the end of this booklet.THE IDENTIFICATION, PLACEMENT AND REVIEW COMMITTEE (IPRC)Regulation 181/98 requires that all school boards set up IPRCs. An IPRC iscomposed of at least three persons, one of whom must be a principal or supervisoryofficer of the Board.The IPRC will:THE ROLE OF THE IPRC• Decide whether or not your child should be identified as exceptional;• Identify the areas of your child’s exceptionality, according to the categories anddefinitions of exceptionalities provided by the Ministry of Education and Training;• Decide an appropriate placement for child, i.e.• regular class• regular class/withdrawal• special class/integration when appropriate• special school; and• review the identification and placement at least once in each school year.9/26/2012 51 - 68

THE EXCEPTIONAL PUPILThe Education Act defines an exceptional pupil as “a pupil who’s behavioural,communicational, intellectual, and physical or multiple exceptionalities are such thathe or she is considered to need placement in a special education program….”Students are identified according to the categories and definitions ofexceptionalities provided by the Ministry of Education and Training. BehaviourA learning disorder characterized by specific behaviour problems over such a periodof time, and to such a marked degree, and of such a nature, as to adversely affecteducational performance, and that may be accompanied by one or more of thefollowing:a) An inability to build or to maintain interpersonal relationships;b) Excessive fears or anxieties;c) A tendency to compulsive reaction; ord) An inability to learning that cannot be traced to intellectual, sensory, or other healthfactors, or any combination thereof. CommunicationAutismA severe learning disorder that is characterized by:a) Disturbance in:• rate of educational development;• ability to relate to the environment;• mobility;• perception, speech and language;b) lack of the representational-symbolic behaviour that precedes language.Deaf and Hard-of-HearingAn impairment characterized by deficits in language and speech developmentbecause of a diminished or non-existent auditory response to sound.Language ImpairmentA learning disorder characterized by impairment in comprehension and/or use ofverbal communication or the written or other symbol system of communication, whichmay be associated with neurological, psychological, physical or sensory factors, andwhich may:9/26/2012 52 - 68

a) involve one or more of the form, content, and function of language incommunication, andb) include one or more of the following:• language delay;• dysfluency• voice and articulation development, which may or may not be organically orfunctionally based.Speech ImpairmentA disorder in language formulation that may be associated with neurological,psychological, physical, or sensory factors; that involves perceptual motor aspects oftransmitting oral messages; and that may be characterized by impairment inarticulation, rhythm, and stress.Learning DisabilityA learning disorder evident in both academic and social situations that involves one ormore of the processes necessary for the proper use of spoken language or thesymbols of communication, and that is characterized by a condition that:a) is NOT primarily the result of:• impairment of vision;• impairment of hearing;• physical disability;• developmental disability;• primary emotional disturbance;• cultural difference; andb) results in significant discrepancy between academic achievement and assessedintellectual ability, with deficits in one or more of the following:• receptive language (listening, reading);• language processing (thinking, conceptualizing, integrating);• expressive language (talking, spelling, writing);• mathematical computations.c) may be associated with one or more conditions diagnosed as:• a perceptual handicap;• a brain injury• minimal brain dysfunction;*• dyslexia.• development aphasia.9/26/2012 53 - 68

* A diagnostic category referring to children with average or above averagegeneral intelligence with mild to severe learning and/or behaviouraldifficulties which are due to deviations arising from genetic variations,prenatal brain insults, metabolic imbalances, biochemical irregularitiesand/or illnesses sustained during years critical for the development andmaturation of those parts of the central nervous system having to do withperception, language, inhibition of impulses and motor control. IntellectualGiftednessAn unusually advanced degree of general intellectual ability that requires differentiatedlearning experiences of a depth and breadth beyond those normally provided in theregular school program to satisfy the level of educational potential indicated.Mild Intellectual DisabilityA learning disorder characterized by:a) an ability to profit educationally within a regular class with the aid of considerablecurriculum modification and supportive services;b) an inability to profit educationally within a regular class because of slow intellectualdevelopment;c) a potential for academic learning, independent social adjustment, and economicself-support.Developmental DisabilityA severe learning disorder characterized by:a) an inability to profit from a special education program for students with mildintellectual disabilities because of slow intellectual development;b) an ability to profit from a special education program that is designed toaccommodate slow intellectual development;c) a limited potential for academic learning, independent social adjustment, andeconomic self-support. PhysicalPhysical DisabilityA condition of such severe physical limitation or deficiency as to require specialassistance in learning situations to provide the opportunity for educationalachievement equivalent to that of pupils without exceptionalities who are of the sameage or developmental level.9/26/2012 54 - 68

Blind and Low VisionA condition of partial or total impairment of sight or vision that even with correctionaffects educational performance adversely. MultipleMultiple ExceptionalitiesA combination of learning and other disorders, impairments, or physical disabilities, thatis of such a nature as to require, for educational achievement, the services of one ormore teachers holding qualifications in special education and the provision of supportservices appropriate for such disorders, impairments, or disabilities.SPECIAL EDUCATION PROGRAMA special education program is defined in the Education Act as an educational programthat:• is based on and modified by the results of continuous assessment and evaluation;and• includes a plan (called an Individual Education Plan or IEP) containing specificobjectives and an outline of special education services that meet the needs of theexceptional pupil.SPECIAL EDUCATION SERVICESSpecial Education services are defined in the Education Act as the facilities andresources, including support personnel and equipment, necessary for developing andimplementing a special education program.THE IEP (Individual Education Plan)The IEP must be developed for your child, in consultation with you. It must include:• specific educational expectations;• an outline of the special education program and services that will be received;• a statement about the methods by which your child’s progress will be reviewed; and• for students 14 years and older (except those identified as exceptional solely on thebasis of giftedness), a plan for transition to appropriate post secondary schoolactivities, such as work, further education, and community living.The IEP must be completed within 30 school days after your child has been placed inthe program, and the principal must ensure that you receive a copy of it.9/26/2012 55 - 68

The principal of your child’s school:REQUESTING AN IPRC MEETING• must request an IPRC meeting for your child, upon receiving our written request;• may, with written notice to you, refer your child to an IPRC when the principal andthe child’s teacher or teachers believe that your child may benefit from a specialeducation program.Within 15 days of receiving your request, or giving you notice, the principal must provideyou with a copy of this guide and a written statement of approximately when the IPRCwill meet.WHO MAY ATTEND THE IPRC MEETING?Regulation 181/98 entitles parents and pupils 16 years or age or older:• to be present at and participate in all committee discussions about your child; and• to be present when the committee’s identification, placement decision is made.Who Else May Attend an IPRC meeting?• the principal of your child’s school;• other resource people such as your child’s teacher, special education staff, boardsupport staff, or the representative of an agency, who may provide further information orclarification;• your representative – that is, a person who may support you or speak on behalf of youor your child; and• an interpreter, if one is required. (You can request the services of an interpreter throughthe principal of your child’s school).• either you or the principal of your child’s school may make a request for the attendanceof others at the IPRC meeting.INFORMATION PARENTS RECEIVE ABOUT THE IPRC MEETINGAt least 10 days in advance of the meeting, the chair of the IPRC will provide you withwritten notification of the meeting and an invitation to attend the meeting as animportant partner in considering your child’s placement. This letter will notify you ofthe date, time, and place of the meeting, and it will ask you to indicate whether you willattend.Before the IPRC meeting occurs, you will receive a written copy of any informationabout your child that the chair of the IPRC has received. This may include the resultsof assessments or a summary of information.9/26/2012 56 - 68

If parents are unable to attend the scheduled meeting……………..If you are unable to make the scheduled meeting, you may:• contact the school principal to arrange an alternative date or time; or• let the school principal know you will not be attending, and as soon as possibleafter the meeting, the principal will forward to you, for consideration and signature,the IPRC’s written statement of decision noting the decision of identification andplacement and any recommendations regarding special education programs andservices.IPRC MEETING PROCESS• the chair introduces everyone and explains the purpose of the meeting;• the IPRC will review all available information about your child. They will: consider an educational assessment of your child; consider, subject to the provision of the Health Care Consent Act, 1996, ahealth or psychological assessment of your child conducted by a qualifiedpractitioner if they feel that such an assessment is required to make a correctidentification or placement decision; interview your child, with your consent if your child is less than 16 years of age,if they feel it would be useful to do so; and consider any information that you submit about your child or that your childsubmits if he or she is 16 years of age or older• the committee may discuss any proposal that has been made about a specialeducation program or special education services for the child if the child is 16years of age or older;• you are encouraged to ask questions and join in the discussion;• following the discussion, after all the information has been presented andconsidered, the committee will make its decision.What the IPRC’s Written Statement of Decision IncludesThe IPRC’s written statement of decision will state:• whether the IPRC has identified your child as exceptional;• where the IPRC has identified your child as exceptional; the categories and definitions of any exceptionalities identified, as they aredefined by the Ministry of Education and Training; the IPRC’s description of your child’s strengths and needs; the IPRC’s placement decision; and the IPRC’s recommendations regarding a special education program and specialeducation services;• where the IPRC has decided that your child should be placed in a specialeducation class, the reasons for that decision.9/26/2012 57 - 68

If you agree with the IPRC decision, you will be asked to indicate, by signing yourname that you agree with identification and placement decisions made by the IPRC.The statement of decision may be signed at the IPRC meeting or taken home andreturned.If the IPRC has identified your child as exceptional and you have agreed with theIPRC identification and placement decision, the board will promptly notify the principalof the school at which the special education program is to be provided, of the need todevelop an Individual Education Plan (IEP) for your child.Review of PlacementA review of IPRC meeting will be held within the school year, unless the principal ofthe school at which the special education program is being provided, receives writtennotice from you, the parent/guardian, dispensing with the annual review.You may request a review IPRC meeting any time after your child has been in aspecial education program for three months.Consideration/Decision of the IPRC Review• the review IPRC considers the same type of information that was originallyconsidered;• with your written permission, the IPRC conducting the review, will consider theprogress your child has made in relation to the IEP;• the IPRC will review the placement and identification decisions and decide whetherthey should be continued or whether a different decision should now be made.Disagreeing with the IPRC DecisionIf you do not agree with either the identification or placement decision by the IPRC,you may:• within 15 days of receipt of the decision, request that the IPRC hold a secondmeeting to discuss your concerns; or• within 30 days of receipt of the decision, file a notice or appeal with:Mrs. Lucia Reece, Secretary of the BoardAlgoma District School Board644 Albert Street EastSault Ste. Marie, ON P6A 2Y7If you do not agree with the decision after the second meeting, you may file a noticeof appeal within 15 days of your receipt of the decision.If you do not consent to the IPRC decision and you do not appeal it, the board willinstruct the principal to implement the IPRC decision.9/26/2012 58 - 68

Appealing an IPRC DecisionIf you disagree with the IPRC’s identification of your child as exceptional or with theplacement decision of the IPRC, you may, within 30 days of receipt of the originaldecision or within 15 days of receipt of the decision from the second meetingdescribed above, given notification of your intention to appeal the decision to:Mrs. Lucia Reece, Secretary of the BoardAlgoma District School Board644 Albert Street EastSault Ste. Marie, ON P6A 2Y7The notice of appeal must:• indicate the decision with which you disagree; and• include a statement that sets out your reasons for disagreeing.Steps Involved in the Appeal ProcessThe appeal process involves the following steps:• the board will establish a special education appeal board to hear your appeal; theappeal board will be composed of three persons (one of whom is to be selected byyou, the parent/guardian) who have no prior knowledge of the matter underappeal;• the chair of the appeal board will arrange a meeting to take place at a convenienttime and place, but no later than 30 days after he or she has been selected (unlessparents/guardians and board both provide written consent to a later date);• the appeal board will receive the material reviewed by the IPRC and may interviewany persons who may be able to contribute information about the matter underappeal;• you, the parent/guardian, and your child, if he or she is 16 years old or over, areentitled to be present at, and to participate in, all discussions; the appeal boardmust make its recommendations within three days of the meeting ending; it may: agree with the IPRC and recommend that the decision be implemented; or disagree with the IPRC and make recommendations to the board about yourchild’s identification, placement, or both;• the appeal board will report its recommendations in writing, to you and to theschool board, providing the reasons for its recommendation;• within 30 days of receiving the appeal board’s written statement, the school boardwill decide what action it will take with respect to the recommendations (boards arenot required to follow the appeal board recommendation);• you may accept the decision of the school board, or you may appeal to a SpecialEducation Tribunal; you may request a hearing by writing to the secretary of theSpecial Education Tribunal; information about making an application to the tribunalwill be included with the appeal board’s decision.9/26/2012 59 - 68

PROGRAMS AND SERVICES IN SPECIFIC AREASOF THE ALGOMA DISTRICT SCHOOL BOARDWhite Pines Field School (2 sites)This is a program to assist students to reach the readiness level of employment,community placement or further education. The students at the Field School rangebetween fifteen and twenty-one years of age. They present with learning difficultiessuch that, at this time in their development, they would not be expected tosuccessfully complete a program of studies in a regular secondary school.Superior Heights Community Education ProgramStudents of high school age who require a life skills focus attend this program forstudents with a developmental disability. As part of the program, students may beintegrated into the communityGiftedProgram for gifted children is provided within the regular classroom setting. Based onOntario Curriculum expectations, learning extensions are developed through thecollaboration of student, teacher and parents. Differentiated learning extensionswhich focus on student interests, independent projects, creative and high levelthinking as well as communication skills are provided to meet the needs of giftedchildren.ADSB offers an Enhanced Learning Programme at Korah C & VS. This program is anacademic regimen which introduces students to an enhanced curriculum during theirGrade 9 and 10 years.The International Baccalaureate Programme is a two year programme also offered atKorah C & VS. The International Baccalaureate Diploma Programme is a demandingtwo-year, pre-university course of study which is recognized by universities worldwide.Graduates of the IB programme who have achieved high academic standing areoften offered university scholarships and awarded first year university creditsSome of ADSB high school offer Advanced Placement courses for students. A ReachAhead program is available for Grade 8 students who are interested in taking a Grade9 math course to obtain a credit before leaving elementary school.Integrated Behaviour ModelThis is a program for students with behaviour disorders. While receiving intensivesupport, students are integrated into the regular classroom. The emphasis of theprogram is to assist the student in academic and social development and to fosterskills in coping with behavioural difficulties.Location:Isabel Fletcher P.S.Anna McCrea P.S.Ben R. McMullin P.S.River View P.S.9/26/2012 60 - 68

Special Education ClassesClasses for elementary aged children are designed for students with developmentaldisabilities. It is an inclusive school setting with integration when appropriate.Location:Tarentorus P.S.Supported Learning ClassThis program for students with mild intellectual delays emphasizes functionalacademics in Reading, Writing and Mathematics. These students require some life orsocial skills programming. Integration opportunities are scheduled with sociallyappropriate same-aged peers for physical education, art, music and special eventswith appropriate modifications and accommodations:Location:Kiwedin P.S.Intensive Communication ClassThis program is designed for those students identified with Autism/PervasiveDevelopmental Disorder. The focus is on improving communication skills.Location:Parkland P.S. (2 classes), Kiwedin Public SchoolLearning for Emotional and Academic Development (L.E.A.D.)This is a small group setting offering individualized programming with integration at anage appropriate level in areas where students can achieve success. These classesare school specific and students are prioritized by need.Location:Aweres P.S.Central Algoma Secondary SchoolCentral Avenue P.S.Elliot Lake Secondary SchoolMichipicoten High SchoolThessalon P.S.W. C. Eaket Secondary SchoolRockhaven School for Exceptional ChildrenRockhaven is a segregated school for students with a developmental disability (ages5-21). Students receive individualized academic, life skills, social, emotional,behavioural and communication programs. Every effort is made to integrate thestudents and to explore work placements in their community.Location:Serpent River9/26/2012 61 - 68

SPECIAL EDUCATION ADVISORY COMMITTEE (S.E.A.C.)All school boards are required, under Provincial legislation to establish a SpecialEducation Advisory Committee (S.E.A.C.). Membership is mainly composed ofdelegates of provincial associations, selected by their associations and representingup to twelve local associations. Two trustees and a native representative aremandated to the committee. Resource personnel in the form of the Superintendentand coordinators in the Special Education department attend as well. A chair andvice-chair are elected from among the voting members and the agenda is generatedby the chair using suggestions from the standing committee. Meetings are heldmonthly on the third month of the month in the D.T. Walkom Room of the EducationCentre at twelve noon. The public is welcome.The members of the Special Education Advisory Committee are responsible toapprove the Annual Special Education Plan, keep itself informed on current legislationand special education issues and to advise the Board on programs and services forexceptional students. A list of S.E.A.C. members and contact information is availablethrough the Board office or your neighbourhood school.ORGANIZATIONS AVAILABLE TO ASSIST PARENTSMany parent organizations are available to provide information and support to parentsof exceptional children.The following are represented on the Special Education Advisory Committee:♦ Canadian Mental Health Association – 705-759-0458♦ Children’s Rehabilitation Centre Algoma – 705-759-1131♦ Community Living Algoma – 705-253-700/1-800-448-8097♦ Infant & Child Development Program – 705-942-3103♦ Autism Ontario – 705 - 575-4563.♦ Spina Bifada & Hydrocephalus Association of Ontario -705-542-2258♦ North Shore Tribal Council (representing local First Nations) – 70 5- 844-2340♦ Ontario Association for Families with Communication Disorders – 705 942-8924♦ Association for Bright Children (ABC) - 705-255-56659/26/2012 62 - 68

Appendix 13MINISTRY’S PROVINCIAL AND DEMONSTRATION SCHOOLSThe Ministry operates provincial and demonstration schools throughout Ontario fordeaf, deaf-blind, and severely learning-disabled students. Residential programs areoffered at the schools Monday to Friday, for students who live too far from school totravel daily.Demonstration schools for English-speaking students with severe LearningDisabilities:Sagonaska School350 Dundas Street WestBelleville, ON K8P1B2Phone: 613-967-2830Schools for the Deaf:Trillium School347 Ontario Street SouthMilton, ON L9T 2X9Phone: 905-879-8428Amethyst School1090 Highbury AvenueLondon, ON N5Y 4V9Phone: 519-453-4408Ernest C. Drury School255 Ontario Street SouthMilton, ON L9T 2M5Phone: 905-879-2851TTY: 905-878-7195Robarts SchoolP.O. Box 7360, Station ELondon, ON N5Y 4V9Phone and TTY: 519-453-4400Sir James Whitney School350 Dundas Street WestBelleville, ON K8P 1B2Phone and TTY: 613-967-2823Schools for the Blind and Deaf-Blind:W. Ross Macdonald School350 Brant AvenueBrantford, ON N3T 3J9Phone: 519-759-07309/26/2012 63 - 68

Provincial Schools and Demonstration SchoolsProvincial Schools and provincial Demonstration Schools:• Are operated by the Ministry of Education;• Provide education for students who are deaf or blind, or who have severelearning disabilities;• Provide an alternative education option;• Serve as regional resource centers for students who are deaf, blind, or dealblind;• Provide preschool home visiting services for students who are deaf or deafblind;• Develop and provide learning materials and media for students who are deaf,blind, or deaf-blind;• Provide school board teachers with resource services;• Play a valuable role in teacher training.W. Ross Macdonald School: School for the Blind and Deaf-BlindW. Ross Macdonald School is located in Brantford and provides education forstudents who are blind, visually impaired, or deaf-blind. The school provides:• A provincial resource center for the visually impaired and deaf-blind;• Support to local school boards through consultation and the provision of speciallearning materials, such as Braille materials, audiotapes, and large-printtextbooks;• Professional services and guidance to ministries of education on aninterprovincial, cooperative basis.Programs are tailored to the needs of the individual student and:• Are designed to help these students learn to live independently in a nonshelteredenvironment;• Are delivered by specially trained teachers;• Follow the Ontario curriculum developed for all students in the province;• Offer a full range of courses at the secondary level;• Offer courses in special subject areas such as music, broad-based technology,family studies, physical education, and mobility training;• Are individualized, to offer a comprehensive “life skills” program;• Provide through home visiting for parents and families of preschool deaf-blindchildren to assist in preparing these children for future education.9/26/2012 64 - 68

Provincial Schools for the DeafThe following Provincial Schools offer services for deaf and hard-of-hearing students:• Sir James Whitney School for the Deaf in Belleville (serving eastern Ontario)• Ernest C. Drury School for the deaf in Milton (serving Central and NorthernOntario)• Robarts School for the Deaf in London (serving western Ontario)• Centre Jules-Leger in Ottawa (serving francophone students and familiesthroughout Ontario)The Provincial Schools Admission committee in accordance with the requirements setout in Regulation 296 determines admittance to a Provincial School.These schools provide elementary and secondary school programs for deaf studentsfrom preschool level to high school graduation. The curriculum follows the Ontariocurriculum and parallels courses and programs provided in school boards. Eachstudent has his or her special needs met as set out in his or her Individual EducationPlan (IEP). Schools for the Deaf:• Provide rich and supportive bilingual/bicultural educational environments whichfacilitate students’ language acquisition, learning, and social developmentthrough American Sign language (ASL) and English;• Operate primarily as day schools;• Provide residential facilities five days per week for those students who do notlive within reasonable commuting distance from the schoolSchool boards provide transportation to Provincial Schools for students.Each school has a Resource Services Department, which provides;• Consultation and educational advice to parents of deaf and hard –of-hearingchildren and school board personnel;• Information brochures;• A wide variety of workshops for parents, school boards, and other agencies;• An extensive home-visiting program delivered to parents of deaf and hard-ofhearingpreschool children by teachers trained in preschool and deafeducation.Each provincial Demonstration School has an enrolment of forty students. Thelanguage of instruction at the Amethyst, Sagonaska, and Trillium schools is English; atCentre Jules-Leger, instruction is in French.Application for admission to a provincial Demonstration School is made on behalf ofstudents by the school board, with parental consent. The provincial Committee onLearning Disabilities (PCLD) determines whether a student is eligible for admission.9/26/2012 65 - 68

Although the primary responsibility to provide appropriate educational programs forstudents with learning disabilities remains with school boards, the ministry recognizesthat some students require a residential school setting for a period of time.The Demonstration Schools were established to;• Provide special residential education programs for students between the agesof 5 and 21 years;• Enhance the development of each student’s academic and social skills;• Develop the abilities of the students enrolled to a level that will enable them toreturn to programs operated by a local school board within two years.In addition to providing residential schooling for students with severe learningdisabilities, the provincial Demonstration Schools have special programs for studentwith severe learning disabilities in association with attention-deficit/hyperactivitydisorder. These are highly intensive, one-year programs.The Trillium School also operates Learning for Emotional and Academic Development(LEAD), a special program for students with severe learning disabilities who requirean additional level of social/emotional support.Further information about the academic, residential, LEAD, and LD/ADHD, programsis available from the Demonstration Schools through the Special Needs OpportunityWindow (SNOW) website at http:snow.utoronto.ca.An in-service teacher education program is provided at each Demonstration School.This program is designed to share methodologies and materials with teachers ofOntario school boards. Information about the programs offered should be obtainedfrom the schools themselves.Algoma District School Board and Provincial and Demonstration SchoolsAt present the school board has two students attending provincial schools, one ofwhom is at W. Ross Macdonald School for the Blind and the other is in Belleville at SirJames Whitney School for the Deaf. These students are transported to the nearestairport. They are accompanied by a guide at the airport and transported to theprovincial schools each Monday. They return home every Friday.Parents of students wishing to attend schools for the blind or deaf make directapplication to these schools. Parents of students with severe learning disabilitiesmake application to the Special Education Coordinator of their schools that will givethem guidelines and information about the requirements for acceptance. Usually,however, it is the Special Education Coordinator who, having seen concerns about theability of a student with severe learning disability to function adequately in a regularschool setting, may suggest the option of attending a Demonstration School toparents. Once the parents are in agreement the Coordinator will facilitate the process,which includes interviews of the student by the provincial school committee and thesubmission of appropriate documentation.9/26/2012 66 - 68

Appendix 14ALGOMA DISTRICT SCHOOL BOARDSPECIAL EDUCATION ADVISORY COMMITTEE2012 - 2013NameMICK, *CHAIR*PatJOHNSON,StaceyLAMBERT,LoriMARTIN,JanelleMORGAN,DanSCOTT,HelenYOURCHUK,MarnieSOUTHWIND,PriscillaTOMBARI,LindaMcEACHREN,RobertREID,RussellBURGESS,CaseyGRECO,VinnyJONES,HarryOrganization/WorkInterestPhoneCommunity Living Algoma 705-254-6914Children’s Rehabilitation Centre -Algoma (CRC-A)705-759-1131X215Infant & Child Development Program 705-942-3103Spina Bifida & Hydrocephalus705-542-2258Association of OntarioCanadian Mental Health Association 705-759-0458Association for Bright Children of Ontario 705 975-0445North Shore Tribal Council 705-844-2340North Shore Tribal Council 705-844-2340Ontario Association for Families705-942-8924with Communication DisordersTrustee – ADSB 705-356-7620Trustee – ADSB 705-856-1648Autism Ontario 705-255-5665Learning Disability Association 705-949-7403Trustee- ADSB – alternate 705-253-0150COORDINATORSHORTONMariluADMINISTRATIONCOLLVER,KimePHILLIPS,CharleneSpecial Education Coordinator -ADSBSuperintendent of Education -ADSBRecording Secretary -ADSB705-945-7297705-945-7297705-945-72979/26/2012 67 - 68

Additional Information Can be Obtained From:• Website – www.adsb.on.caYou may obtain information on the website on how to contact your child’sschool and the Special Education section of this site also hosts additionalinformation.• Dial toll free to the Sault Ste. Marie Education Centre at 1-888- 393-3639 ordial direct at 945-7111.• Contact the Special Education Coordinator - Marilu Horton - 705- 356- 5244Kime Collver, Superintendent of EducationAlgoma District School Board644 Albert Street EastSault Ste. Marie, ON P6A 2K7Phone: 705-945-72979/26/2012 68 - 68