Special Education Plan 2012-2013 - Algoma District School Board

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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
Page 1 and 2: ALGOMA DISTRICT SCHOOL BOARDSPECIAL
Page 3 and 4: APPENDICESBudget Appendix 1Early Id
Page 5: indicating a formal assessment is r
Page 9 and 10: LANGUAGE IMPAIRMENTA learning disor
Page 11 and 12: BLIND OR LOW VISIONA condition of p
Page 13 and 14: Also, in Senior Kindergarten, the t
Page 15: Speech Language Pathologists admini
Page 19 and 20: IDENTIFICATION, PLACEMENT, AND REVI
Page 21 and 22: Health Support ServicesHealth Suppo
Page 23 and 24: TransportationThe Algoma District S
Page 25 and 26: PlacementsIntegrationFor the majori
Page 27 and 28: Integrated Behaviour Class - This i
Page 29 and 30: Coordination of ServicesPrograms wi
Page 31 and 32: Special ProjectsPrinciples of Appli
Page 33 and 34: FundingBudget Consultation ProcessE
Page 35 and 36: Budget 2012 - 2013Appendix 1June 20
Page 37 and 38: Appendix 3Phonological Awareness As
Page 39 and 40: Appendix 5SPECIAL EDUCATION DEPARTM
Page 41 and 42: Secondary Panel Appendix 7Special E
Page 43 and 44: ALGOMA DISTRICT SCHOOL BOARDS.E. 7B
Page 45 and 46: Special Education Professional Deve
Page 48 and 49: Appendix 12A PARENT’S GUIDETOSPEC
Page 50 and 51: ACCESSING SPECIAL SERVICES FOR YOUR
Page 52 and 53: THE EXCEPTIONAL PUPILThe Education
Page 54 and 55: * A diagnostic category referring t
Page 56 and 57: The principal of your child’s sch
Page 58 and 59: If you agree with the IPRC decision
Page 60 and 61: PROGRAMS AND SERVICES IN SPECIFIC A
Page 62 and 63: SPECIAL EDUCATION ADVISORY COMMITTE
Page 64 and 65: Provincial Schools and Demonstratio
Page 66 and 67:
Although the primary responsibility
Page 68:
Additional Information Can be Obtai
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Special Education Plan 2012-2013 - Algoma District School Board

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